Bibliographic record
Abstract
Book Review| February 01 2014 Review: The Rap Guide to Evolution The Rap Guide to Evolution (DVD, 2012; Baba Brinkman, http://rapguidetoevolution.co.uk/; $25.00) Roberta Batorsky Roberta Batorsky Department Editor Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2014) 76 (2): 142. https://doi.org/10.1525/abt.2014.76.2.13 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Roberta Batorsky; Review: The Rap Guide to Evolution. The American Biology Teacher 1 February 2014; 76 (2): 142. doi: https://doi.org/10.1525/abt.2014.76.2.13 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search The Rap Guide to Evolution, brainchild of the Canadian rap artist Baba Brinkman, is a series of 10 music videos produced with support from the Wellcome Trust. Brinkman also did a rap version of the Canterbury Tales. I liked the off-Broadway performance of this self-described “hip-hop tour of evolutionary biology.” Teachers may present science in surprising contexts in order to captivate a non-science-major or those with a borderline interest. A high point of my intro genetics lecture on Mendel is the YouTube video of rapping “monks,” cassocks swirling, dervish-like (“Peas, brothers”). Teachers may also be familiar with Pete Weatherall’s songs on DNA and cell division. Brinkman’s energetic performance videos, containing clever lyrics, engaging animations, choreography, and splashy graphics, may be used as hooks to spark interest in a genetics or science history lesson. The menu-selectable videos include “Natural Selection,” “Artificial Selection,” “I’m a African,” “Creationist Cousins,” “Survival of... You do not currently have access to this content.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.004 | 0.004 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.004 | 0.003 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.057 | 0.045 |
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 source (direct Gemma or distilled Codex), 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".