Bibliographic record
Abstract
What makes Anne of Green Gables an international, time-honoured classic? International audiences have described reading L.M. Montgomery's most celebrated novel as an experience in enchantment. Balancing criticism and celebration, Jane Ledwell and Jean Mitchell bring together essays that consider the sources of the wonder that Montgomery's work inspires. The popular appeal of Montgomery's classic is undeniable, but the reasons for its worldwide resonance are less obvious. From a range of perspectives, the contributors to Anne around the World focus on the numerous themes the novel raises, showcasing why it has charmed readers across the globe - from Iran to Australia, and from Sweden to Japan. Essays consider issues of class, race, and colonial history, discuss Anne's place in children's literature, her passion for writing, and the ways in which L.M. Montgomery and her red-haired protagonist are celebrated by legions of fans. Featuring contributions from many international writers, Anne around the World traces the meaning and influence of a story that spread far from its place of origin on a small Canadian island to distant and culturally diverse places. Contributors include Yoshiko Akamatsu (Notre Dame Seishin University, Japan), Doreley Carolina Coll (University of Prince Edward Island), Brooke Collins-Gearing (School of Humanities and Social Science, New South Wales), Margaret Doody (Notre Dame University), Elizabeth R. Epperly (emeritus, University of Prince Edward Island), Barbara Carman Garner (Carleton University), Caroline E. Jones (Texas State University-San Marcos), Paul Keen (Carleton University), Jane Ledwell, Jennie MacDonald (PhD, University of Denver), Susan Meyer (Wellesley College), Jean Mitchell, Mary Henley Rubio (emeritus, University of Guelph), Gholamreza Sami (Sussex University), Wendy Shilton (University of Prince Edward Island), Cynthia Sugars (University of Ottawa), Tanfer Emin Tunc (Hacettepe University, Turkey), Åsa Warnqvist (Stockholm University, Sweden), Elizabeth Hillman Waterston (emeritus, University of Guelph), and Budge Wilson (author).
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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 | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 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".