English Designs on Central America: Geographic Knowledge and Imaginative Geographies in the Seventeenth Century
Why this work is in the frame
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Bibliographic record
Abstract
This study explores the relationship between geographic knowledge and imaginative geographies in the early modern English Atlantic. As is exemplified by English efforts to colonize Providence Island, the Western Design and the economic activities it set in motion, and English and Scottish plans to colonize the Darien region of Panama, everyday geographic knowledge contributed to and was informed by English imaginative geographies in ways that shaped English plans to occupy or attack Central America. Despite a maturation of governing institutions, scientific practices, and commercial networks that gathered geographic information by the last quarter of the seventeenth century, imaginative geographies obscured a more sober assessment of Central America's complex social and physical realities—especially in spaces controlled by indigenous peoples living outside colonial control. That greater geographic experience did not contribute to improved designs presents a paradox for a model that expects knowledge accumulation to advance its utility. Instead, geographic knowledge in the seventeenth century informed imperial designs via imaginative geographies built on myths, perceptions, and desires, blurring distinctions between the two.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| 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