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Enregistrement W3132343571 · doi:10.1353/nin.2019.0054

Let’s Play Two: The Legend of Mr. Cub, the Life of Ernie Banks by Ron Rapoport

2019· article· en· W3132343571 sur OpenAlexvenueno aff
Kevin A. Johnson, Jennifer J. Asenas

Notice bibliographique

RevueNine · 2019
Typearticle
Langueen
DomaineArts and Humanities
ThématiqueAmerican Sports and Literature
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésLegendBeautyFolkloreArt historyHistoryLawSociologyArtLiteratureAestheticsPolitical science

Résumé

récupéré en direct d'OpenAlex

Reviewed by: Let’s Play Two: The Legend of Mr. Cub, the Life of Ernie Banks by Ron Rapoport Kevin A. Johnson and Jennifer J. Asenas Ron Rapoport. Let’s Play Two: The Legend of Mr. Cub, the Life of Ernie Banks. New York: Hachette Books, 2019. 454 pp. Cloth, $28.00. As long time Chicago Cub fans, who have a brick commemorating our wedding anniversary in the Ernie Banks section of the Wrigley Field brick plaza, we were delighted to read Ron Rapoport’s book about the life of Mr. Cub. Of course, Ernie Banks is a Hall of Famer known for his big smile and his famous phrases, “Let’s play two!” and “It’s a beautiful day for a ballgame.” Both were his reminders of the beauty and privilege of playing the game of baseball for a living. These phrases make even more sense after reading Rapoport’s book. The beginning of the book documents Ernie Banks’s humble beginnings, economic hardships, challenging family life, and racism while noting Banks’s aversion to conflict and optimistic outlook on life. Through it all, Banks was hard working, independent in spirit, and conflict averse. Two examples are telling. At sixteen years old, Banks was “hired to mop floors in a hotel, but when the boss began telling him what to do, he quit and went home without collecting his pay. ‘They can keep the money,’ he told his mother. A later job as a bellman in a nearby hotel went more smoothly, perhaps because his superiors left him alone” (27–28). And, Banks certainly wouldn’t confront his mother. She didn’t want him playing football: “‘That game is too rough for you,’ she said. ‘I don’t want you playing anymore.’ Ernie enjoyed football, but he didn’t protest. It was easier to obey his mother than to argue with her. It would not be the last time he would walk away from confrontation” (33). As Mr. Cub grew older, he experienced increasing hardships with his family. One after another, five of Banks’s brothers died at a young age. In 1962, he sought to help his brother Sammy, trying to convince Sammy to join him at his offseason home in California. There Sammy could “get a new job, meet some new people, start over.” Banks even offered to drive to Dallas so that the two could return to California together, but Sammy declined: “Aw, man, I don’t want to go out there.” A few days later, Banks learned his brother had been at a party where he was shot in the head by someone “playing with a gun, stupidly pointing it at people.” Rather than anger or sadness, Banks described the disappointment he felt: “Some people just get stuck in time and places, Banks thought as he flew home for the funeral” (42–43). The book also covers some of Banks’s memorable moments in the Negro League, learning and playing with other baseball greats, like legendary Buck O’Neil. Banks would field ground balls “over and over again, in the withering Kansas City heat” (57) Banks also learned tips for turning double plays. “When [End Page 232] the runner on first base is coming at you” O’Neil explained, “Just look dead at him and start that ball right at his face. He’s going to get out of the way and it’s a perfect strike to first base” (57). Banks had a passion for those practices more than the Monarchs’ games, “‘I always liked digging for the gold rather than the gold,’ he said. ‘Without Buck, I don’t think I would have made the big leagues so quickly” (57). When Jackie Robinson took interest in Mr. Cub, Banks “thought he must be living in a dream.” When asked why Robinson took interest in him, Banks replied, “Why, I don’t know, but he really cared about me . . . The most important thing he told me was to listen. Don’t talk, just listen” (64). Banks learned a lot from Robinson, including “tips about making double plays—get rid of the ball faster, make your throws high enough so the second baseman can make...

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesCharge utile insuffisante (le modèle a refusé de juger)
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: Sans objet
GenreSignal candidat: Empirique · Signal consensuel: aucune
Score de désaccord entre enseignants0,322
Score d'incertitude au seuil0,959

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0000,000
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0420,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,009
Tête enseignante GPT0,202
Écart entre enseignants0,193 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Devis d'étudeSans objet
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2019
Routes d'admission1
Résumé présentoui

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