Bibliographic record
Abstract
L'année 2008 marque le quarante-sixième anniversaire de la crise cubaine de missiles.Cet incident a amené le monde au bord de la guerre nucléaire, a changé le cours des événements mondiaux et continue à nous fasciner.Il demeure à la vue publique à travers un flux continu d'analyses fraîches, de nouveaux comptes rendues venant des participants et de documents nouvellement déclassés par les gouvernements.Tout ceci provoque, de temps à autre, la question très raisonable, "avons-nous appris quoi que ce soit de neuf?" Les opérations anti-sousmarins conduites par les forces maritimes américaines et canadiennes posent toujours quelques mystères et elles sont ainsi toujours intéressantes à réexaminer.Cet essai constitue une telle réflexion, en grande partie d'une perspective canadienne.For much of the past 45 years, the Cuban Missile Crisis has been a focal point of academic study in international relations, in crisis management, and in civil-military relations.Some aspects of how the crisis was handled politically and some of the related military actions still bother people, and so continued research holds the promise of something new about those events.Because many details remained classified until the Cold War ended, the initial level of analysis was necessarily shallow, but kept alive by a few excellent first-hand accounts, such as Robert Kennedy's Thirteen Days. 2 Yet without an adequate data base of facts there was no way of assessing the reliability of the accounts, especially those covering operations at sea where the absence of information was marked.And because so much information just was not available to the public, conspiracy theories and suspicions of cover-ups inevitability arose.However, the end of the Cold War and the subsequent collapse of the Soviet system in 1991 led to a series of 1 I would like to express my sincere thanks to colleagues who helped me with both the writing and the research and pushed me to write this essay; especially, Cathy Murphy of the Canadian Forces College Library who helped me locate documents from the US Archives, and
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.034 | 0.006 |
| Scholarly communication | 0.010 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.010 | 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 source (direct Gemma or distilled Codex), 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".