Scots and Italy as seen through <i>Alba amicorum</i>, 1540s–1720s Part 1
Bibliographic record
Abstract
The modern historiography of Scots in Italy has been relatively ill-served, which the present article seeks to redress in a limited way. The study of alba amicorum can be a great tool to assist in uncovering these peregrinating Scots, who went beyond the Alps and enhanced early modern Italian studies at various cultural, educational, and linguistic levels. Grouped under socioprofessional categories, the first part of the article explores the academic world and military officers from the emergence of the tradition of album keeping in the 1540s right through to the first third of the eighteenth century, when new developments and tendencies shaped the album to the current poetry album. This paper shows that the phenomenon of Scottish students attending European universities and higher institutions was larger than previously thought among members of the gentry and nobility. These written mementoes illustrate a broader conception of education, both within academic institutions and outwith them. In correlation, Scotsmen took up posts as pedagogues and educators, but in these teaching roles, with one major exception, they have not been scrutinized properly for their careers in Scotland, let alone abroad on the Continent, including as tertiary educators at Catholic and Protestant universities and academies. As for Scottish officers, a facet of their personalities predominates that is distinct from their usually underlined military skills. Instead, within these alba, erudition and linguistic skills come through, and these contributions address other noncombative interests and investments, such as sociocultural experiences.
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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 | 0.001 | 0.001 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".