Bibliographic record
Abstract
Goals of the Class Close your eyes: picture the first time you stepped into the Dean Dome – the last time you walked off a field/track/pool deck/court/mat/diamond – what you think of when you hear Hoosier Hysteria or 23- think of how much you hate Dook . Sports have made an enduring impact on the social world in which we all live. It is a taken for granted aspect of our everyday lives – whether that entails watching Sportscenter five times in one day or noticing that every single major newspaper contains a Sports section that is as long if not longer than any other section. Yet there is more to sport than just what we see on a daily basis. The organization of the sports we play and the sports we love is a reflection of the organization of society, thus by critically studying sports we will gain a greater understanding of society. Hence, the goal of this class is to apply a sociological lens to the world of sports and athletics (a distinction that will be examined) through the incorporation of academic writing, popular media, and personal experiences and observations. Specifically the class will consist of FOUR major sections. First Quarter The first area to be covered will inspect how sport influences the development of children and adolescents. We will seek to answer such questions as: What characteristics do children learn from playing/cheering for/watching athletics? Are sports always positive for children? What role does sport play in the creation of adolescent culture? Second Quarter The second section will tackle the issue of gender and sports. Primarily we will attempt to solve dilemmas such as: What makes a sport a male sport versus a female sport? How has the landscape of women sports changed? What are possible solutions to the challenges still faced by women athletes today? Third Quarter The third topic will be the interplay of race and sports. Through our readings and discussion we will hope to better understand debates such as: How do racial problems manifest themselves through sport? How have racial problems in sports influenced other social arenas? How can the athletic playing field be racially leveled? Fourth Quarter The final section of the class will cover current issues and debates in sport. The primary goal of this section will be to apply the sociological lessons we’ve learned throughout the course to current debates and topics in the sports world.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.012 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.021 | 0.004 |
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".