Bibliographic record
Abstract
W hen James VI of Scotland became James I of England in 1603, the empire he inherited included Ireland, Scotland, Wales, and a number of surrounding islands. Calais, England’s last vestige of its medieval empire on the Continent, was lost to France in 1558. The famous Elizabethan voyages of Francis Drake, Martin Frobisher, Humphrey Gilbert, and Walter Ralegh, though fresh in the minds of English humanists and adventurers, had not resulted in any permanent settlements. Quite oppositely, the failure that accompanied most of these ventures served more to impede future efforts than to encourage them. Thus, by the end of Elizabeth’s reign, England remained, in the words of the imperial proponent John Dee, an “islandish monarchy.” 1 Some forty years later, on the eve of the English revolution, the Atlantic was populated by approximately fifty thousand English subjects. They lived in more than a dozen settlements in Bermuda, Newfoundland, the Caribbean islands, and several colonies along the eastern mainland of North America (including Virginia, Maryland, and several New England colonies). 2 The story of the success and failure of these various endeavors, and of the religious, political, demographic, and economic variety among the colonies of the English Atlantic world during their first few decades, is well known to students of Atlantic and American history. 3 These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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.
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 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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".