MétaCan
Menu
Back to cohort
Record W4242045112 · doi:10.1353/sew.2013.0021

Bomber Boy

2013· article· en· W4242045112 on OpenAlex
Scott Donaldson

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.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

Venue˜The œSewanee review · 2013
Typearticle
Languageen
FieldSocial Sciences
TopicCanadian Identity and History
Canadian institutionsnot available
Fundersnot available
KeywordsOfficerGirlLawMedia studiesHistoryManagementArt historyArtSociologyPsychologyPolitical science

Abstract

fetched live from OpenAlex

Bomber Boy Scott Donaldson (bio) On November 21, 1940, more than a year before the attack on Pearl Harbor, Charlie Fenton presented himself to the Royal Canadian Air Force in Montreal as a candidate for pilot training. The next day Arnold Whitridge, the master of Calhoun College at Yale, wrote a damning letter to the commanding officer at the recruiting center. Fenton, then twenty-one, was “an intelligent boy,” Whitridge acknowledged, and quite able to keep up with the academic work at Yale, but had “preferred to amuse himself” instead. He described Fenton as “extremely unstable” and concluded with a devastating sentence the Canadian authorities highlighted: “It is possible, of course, that he will make a good officer, but I should not myself like to see him in any position of responsibility.” Whitridge had good reason to criticize Fenton, who was a classic case of misspent youth. As a second-semester freshman, he’d been dismissed from Yale in the spring of 1938 for entertaining a girl in his room. On this occasion, as Charlie told the story, the campus police caught him and the girl in flagrante delicto and commanded him to “pull out, and get out.” Readmitted fifteen months later, he was nearly expelled a second time for violating the solemnity of Yale’s Tap Day. Each spring aspiring juniors assembled in the Branford College courtyard, where an exclusive ninety of them would be tapped for membership in Yale’s secret societies: fifteen for each of six such societies, of which the most famous was—and is—Skull and Bones. Fenton, who regarded the ceremonial trappings of Bones with scorn, wandered about the courtyard randomly tapping candidates on the shoulder. “Go to your room,” he muttered, following the ritual, “Skull and Bones.” As many as twenty young men were temporarily uplifted—and subsequently disappointed—in this way. Members of Skull and Bones, learning of Fenton’s treachery, protested furiously to the college administration, and he was under scrutiny from then on. [End Page 78] The Tap Day episode occurred in May 1940. Fenton returned to Yale in the fall, veering between New Haven and New York in a haze of alcohol and sex. Then he left precipitously, without formally withdrawing from college, to enlist in the rcaf. He had worn out his welcome at Yale, and he did not want to miss the war. Despite the warning from Whitridge, the rcaf admitted Fenton and shipped him off for nine months to a year of pilot training. This was what he’d joined up for, and he was “very very happy.” For a few months he performed admirably. He passed his Initial Training School classes, and was sent to Elementary Flying School for more instruction and seventy hours in the air. He had “certainly picked the most harrowing way of saving democracy,” he wrote home—“one pitfall after another.” About one-third of the men flunked out; and, even if he passed, there would be another school to follow. For a time he was “frankly terrified,” but eventually he felt he’d “got the damned machine beaten” and started to enjoy flying. Before long, he told his parents in May 1941, he hoped to ship across the Atlantic as a fighter pilot. Soon thereafter—and not at all uncharacteristically—Charlie Fenton screwed up. Letting his fierce disdain for entitlements prevail, he went up on a routine training flight and ostentatiously buzzed the pool at the officers’ club—or so he later maintained. The rcaf records state that he washed out “because of misconduct”: going awol for three days—the first of five such actions on his service record. That breach of discipline cost him his pilot’s wings and his commission. Next he was sent to Air Observer School to be trained as a navigator. He failed that course too, probably because of minimal mathematical skills. In the aftermath, Charlie again went absent without leave for two days in late October. He would not be confined by rules and regulations, and he paid the penalties. The rcaf shipped him to gunnery school: “a nightmare, as the average lifetime of a gunner in action is 2½ minutes.” Six months...

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 imitation

Not 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.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesInsufficient payload (model declined to judge)
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Other · Consensus signal: none
Teacher disagreement score0.243
Threshold uncertainty score0.991

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0100.011

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.

Opus teacher head0.018
GPT teacher head0.259
Teacher spread0.241 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it