Bibliographic record
Abstract
The Diary of Anne Frank is a salient example of how valuable a youthful journal can be historically, as well as for access to the child’s subjectivity and creativity. This essay suggests that juvenile journals can provide excellent matter for a specialized course on the genre. With a focus on the young writer’s need for necessary writing materials, the author examines journals by a number of young diarists of different periods: Marjory Fleming, writing in Regency Scotland, who died at eight years old, but still made it into the Dictionary of National Biography; the teenage Richard Doyle, already developing his artistic talents and turning professional in the busy London in 1840; Elizabeth Thompson Butler, struggling to achieve recognition as a Victorian female painter of battle scenes; Iris Vaughan, writing in South Africa at the time of the Boer War; seven-year-old Opal Whiteley, still on the threshold of literacy, recording her close encounters with animal life in the logging camps of Oregon in the early twentieth century; and teenager Hope Hook, recounting her crossing of Canada in 1907, as part of her family’s move to emigrate; and up to Anne Frank, a teenager in the Second World War. These young writers, artists, and budding professionals provide vivid insights into their thinking and writing processes, as well as windows on the history and culture of their day as perceived by a child.
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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".