Bibliographic record
Abstract
Abstract The death of Fred Hall and the outbreak of the Second World War held the College back. But war would nourish a democratic spirit in a highly mobilised country which saw itself as fighting for freedom and the defeat of fascism. Crucially, the College managed to continue operating and attracted younger co-operative employees and members as well as visitors from colonies and soldiers from Poland and Canada. War would also break many of the bonds of empire as colonial peoples asserted the need for their own freedoms which posed challenges for co-operators. In these difficult times, plans for the future gestated, not least for co-operative education. As hurried adjustments and contingencies were being put in place, discussions about the purpose and principles of co-operative education surfaced. Indeed, in the long term, the war gave impetus and vitality to the felt need for a new college. Two world wars within a generation had been a punishing experience that led to demands for a different type of peace. Co-operators were able to take advantage of the centenary celebrations of the Rochdale Pioneers to raise funds to buy a new base for the College, Stanford Hall, an eighteenth-century country estate.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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".