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Record W3133012307 · doi:10.1353/nin.2019.0047

Mr. Met: How a Sports-Mad Kid from Jersey Became Like Family to Generations of Big Leaguers by Jay Horwitz

2019· article· en· W3133012307 on OpenAlexvenueno aff
Doug Wedge

Bibliographic record

VenueNine · 2019
Typearticle
Languageen
FieldArts and Humanities
TopicAmerican Sports and Literature
Canadian institutionsnot available
Fundersnot available
KeywordsLeagueFront (military)Art historyManagementPsychologyArtEngineeringPhysics

Abstract

fetched live from OpenAlex

Reviewed by: Mr. Met: How a Sports-Mad Kid from Jersey Became Like Family to Generations of Big Leaguers by Jay Horwitz Doug Wedge Jay Horwitz.Mr. Met: How a Sports-Mad Kid from Jersey Became Like Family to Generations of Big Leaguers. Chicago: Triumph Books, 2020. 258 pp. Cloth, $28.00. A limited few are fortunate to be considered a baseball lifer, someone who has spent a lifetime in and around the game. For example, Hall of Famer Joe Torre [End Page 217] is a lifer. His time in the big leagues spans from 1960 as a rookie in Milwaukee to currently serving as Chief Baseball Officer for Major League Baseball. He has been named the National League’s Most Valuable Player and has managed in parts of five decades. Unlike Torre, Jay Horwitz never stepped to the plate for an at-bat. He never framed a pitch or threw a runner out. But, Horwitz is a fellow baseball lifer, having spent forty years with the New York Mets, thirty-eight of them as the team’s head of public relations. Horwitz has been on the front lines to observe a lot of baseball history. Not only that, but he has also developed deep friendships with many of the Mets’ front office and ownership teams, managers, and players. His up-close view of the game, coupled with knowing the players both on the field and those working behind the scenes, offer Horwitz a rich understanding of and appreciation for the New York Mets. Horwitz has written a book, Mr. Met, that describes his journey as a self-described sports-crazed kid from Clifton, New Jersey to Shea Stadium and, later on, Citi Field. Horwitz grew up enjoying sports, his childhood highlighted by attending New York Giants football games with his father Milton. The passion for sports grew as he managed high school teams and, once enrolled at New York University, managed its basketball team. After he graduated, Horwitz became a sportswriter covering New York City sports, including the Mets and the Jets, where he discovered he enjoyed writing stories about the personalities of those performing on the field. “A colorful player with a good backstory doing exciting things on the field of play—that was what the readers wanted to know more about. I found that if you just talked to the athletes and paid attention, they’d tell you all sorts of things that went beyond first downs or touchdowns or winning margins” (23). Although successful at sports-writing, college beckoned Horwitz to return to academics, though this time as schools’ sports information director. Horwitz served in this capacity at NYU and then at Farleigh Dickinson University, where he looked for and appreciated human interest stories that were enjoyable and insightful and that transcended box scores. He discovered that these stories attracted interest in the schools and their teams. Horwitz’s advocacy caught the attention of the New York Mets who, in 1980 when Horwitz joined the team, was on its way to a fifth-place finish. Horwitz used his perspective as a former sportswriter to help players prepare for meeting and interacting with reporters. Anticipating the questions that would be asked, Horwitz enabled players to step in front of microphones and cameras with poise and preparation rather than surprise. Horwitz also encouraged players to be honest and direct with the media, and he reminded players and managers that the goodwill created by the approach would help them in the long run. [End Page 218] During his tenure as the head of public relations, Horwitz worked with twelve Mets managers, beginning with Joe Torre and ending with Terry Collins. One of the strengths of the book is Horwitz describing these different leaders and their management styles. With Davey Johnson, the team had a young, confident manager who challenged the team by stating at the beginning of the 1986 season, “We will dominate.” Johnson set the bar high for his team, and they responded. In Bobby Valentine, Horwitz observed a leader who didn’t back down from players who challenged his authority. With Willie Randolph, Horwitz admired how he studied Billy Martin and Joe Torre and was “relaxed and...

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 imitation

Not 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.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.187
Threshold uncertainty score0.976

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0250.000

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.

Opus teacher head0.012
GPT teacher head0.195
Teacher spread0.183 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreEmpirical

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".

Quick stats

Citations0
Published2019
Admission routes1
Has abstractyes

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