100 Years of Peace among English‐Speaking People: Anglo‐American Cultural Diplomacy, 1909–1921
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
In the early twentieth century, peace activists looked for historic examples of successful conflict resolution to inspire their movement. The centennial of the Treaty of Ghent (1814) became a focal point in their efforts. The treaty ended the last war fought between the British Empire and the United States and, as the 1914 centennial approached, peace activists fashioned a celebration called “100 Years of Peace among English‐speaking Peoples.” The Great War postponed their plans, but after the armistice, American, British, and Canadian activists worked to develop a scheme of commemoration that eventually culminated in the erection of statues, the foundation of education exchanges, and the inauguration of heritage centers. With the support of their governments, the campaign became an important cultural diplomacy program. This article examines that program and the intersection of private networks of activists with government officials. In doing so, it shows how early twentieth century statecraft utilized cultural assets. It also explores the legacy of cultural assets on international relations, how cultural diplomacy underwrites foreign policies, and how cultural programs can perpetuate feelings of goodwill over the course of generations. The program to celebrate 100 Years of Peace among English‐speaking Peoples obscured fissures in the Anglo‐American relationship at the end of the Great War, and the cultural diplomacy continues as a symbol of Anglo‐American rapprochement.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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