The role of non-corporeal Actant theory in historical research
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
Purpose This paper aims to study the role of non-corporeal Actant theory in historical research through a case study of the trajectory of the New Deal as one of the foremost institutions in the USA since its inception in the early 1930s. Design/methodology/approach The authors follow the trajectory of the New Deal through a focus on Vice President Henry A. Wallace. Drawing on ANTi-History, the authors view history as a powerful discourse for organizing understandings of the past and non-corporeal Actants as a key influence on making sense of (past) events. Findings The authors conclude that non-corporeal Actants influence the shaping of management and organization studies that serve paradoxically to obfuscate history and its relationship to the past. Research limitations/implications The authors drew on a series of published studies of Henry Wallace and archival material in the Roosevelt Library, but the study would benefit from an in-depth analysis of the Wallace archives. Practical implications The authors reveal the influences of non-corporeal Actants as a method for dealing with the past. The authors do this through the use of ANTi-History as a method of historical analysis. Social implications The past is an important source of understanding of the present and future; this innovative approach increases the potential to understand. Originality/value Decisions are often black boxes. Non-Corporeal Actants are a new tool with which to see the underlying inputs of choice.
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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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| 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 it