Bibliographic record
Abstract
This special issue of Marvels & Tales includes papers that were presented at a conference hosted by the Cotsen Children's Library at Princeton University on 30-31 March 2001. That memorable conference—organized by Andrea Immel, U. C. Knoepflmacher, and Jan Susina—brought together fairy-tale scholars from Canada, Germany, Sweden, and the United States to engage the program's theme—Considering the Kunstmärchen: The History and Development of Literary Fairy Tales— from a variety perspectives. The conference not only bore witness to the good sense in considering and re-considering the literary fairy tale in light of the developments that have occurred in fairy-tale scholarship over the last three decades (and in particular since the Princeton University conference on Fairy Tales and Society in 1984); it also demonstrated the vitality of fairy-tale studies itself as a coherent field of research—a field that exemplifies not simply the value, but also the very necessity of cross-cultural and interdisciplinary perspectives and conversations. For this reason, there could be no better forum for the publication of these important papers than Marvels & Tales: Journal of Fairy-Tale Studies. The editors of Marvels & Tales are grateful to Andrea Immel and Jan Susina for serving as the Guest Editors of this special issue.
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How this classification was reachedexpand
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 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 teacher head, 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".