Problem: Background: Faber was born on a farm near Cascade, Iowa, on September 6, 1888. He was of Luxembourgish ancestry. While Faber was a child, his father managed a tavern and later ran the Hotel Faber in Cascade. His father became one of the wealthiest citizens in Cascade.
Context: Faber enjoyed the greatest success of his career in the early 1920s. The live-ball era was beginning, but he was among the pitchers who made the most successful transition. The spitball was phased out after the 1920 season, with Faber one of the 17 pitchers permitted to use it for the remainder of their careers. He took advantage of Comiskey Park's spacious dimensions, surrendering only 91 home runs--barely one homer per month--from 1920 to 1931. He was one of only six pitchers to win 100 or more games in both the "dead ball" (through 1920) and live ball eras. Faber finished the 1920 season with 23 wins and led the league in games started.  During the summer of 1921, Faber and several other players had to leave a road trip in Washington after receiving subpoenas for the Black Sox trial in Chicago. Faber made the trip but was not asked to testify and he returned to the White Sox without missing a start. In 1921 and 1922, he posted win totals of 25 and 21, respectively, leading the league in ERA (1921-1922), innings (1922) and complete games (1921-1922). He was also among the league leaders in strikeouts each year, while pitching at least 25 complete games and over 300 innings.  In the wake of the Black Sox scandal, winning on a consistent basis became increasingly difficult. After being one of the top teams in the league with a powerful offense in the late 1910s, the White Sox had only two winning seasons in his last 13 years, never finishing above fifth place. In the 1921 season, he earned a 25-15 win-loss record for the post-scandal team that limped to a 62-92 finish; from 1921 to 1929 his record was 126-103. In 1927, Ty Cobb had a 21-game hitting streak which was broken when he faced Faber. Despite the widespread hitting of the era, he did not post an ERA over 3.88 until he was 41. Perhaps his last great performance was a one-hitter at age 40 in 1929.
Question: What other records did he set?
Answer: In 1921 and 1922, he posted win totals of 25 and 21, respectively, leading the league in ERA (1921-1922), innings (1922) and complete games (1921-1922).

Background: Pierre Felix Bourdieu (French: [buRdjo]; 1 August 1930 - 23 January 2002) was a French sociologist, anthropologist, philosopher, and public intellectual. Bourdieu's work was primarily concerned with the dynamics of power in society, and especially the diverse and subtle ways in which power is transferred and social order maintained within and across generations. In conscious opposition to the idealist tradition of much of Western philosophy, his work often emphasized the corporeal nature of social life and stressed the role of practice and embodiment in social dynamics.
Context: Bourdieu insists on the importance of a reflexive sociology in which sociologists must at all times conduct their research with conscious attention to the effects of their own position, their own set of internalized structures, and how these are likely to distort or prejudice their objectivity. The sociologist, according to Bourdieu, must engage in a "sociology of sociology" so as not to unwittingly attribute to the object of observation the characteristics of the subject. She/he ought to conduct their research with one eye continually reflecting back upon their own habitus, their dispositions learned through long social and institutional training.  It is only by maintaining such a continual vigilance that the sociologists can spot themselves in the act of importing their own biases into their work. Reflexivity is, therefore, a kind of additional stage in the scientific epistemology. It is not enough for the scientist to go through the usual stages (research, hypothesis, falsification, experiment, repetition, peer review, etc.); Bourdieu recommends also that the scientist purge their work of the prejudices likely to derive from their social position. In a good illustration of the process, Bourdieu chastises academics (including himself) for judging their students' work against a rigidly scholastic linguistic register, favouring students whose writing appears 'polished', marking down those guilty of 'vulgarity'. Without a reflexive analysis of the snobbery being deployed under the cover of those subjective terms, the academic will unconsciously reproduce a degree of class prejudice, promoting the student with high linguistic capital and holding back the student who lacks it -- not because of the objective quality of the work but simply because of the register in which it is written. Reflexivity should enable the academic to be conscious of their prejudices, e.g. for apparently sophisticated writing, and impel them to take steps to correct for this bias.  Bourdieu also describes how the "scholastic point of view" unconsciously alters how scientists approach their objects of study. Because of the systematicity of their training and their mode of analysis, they tend to exaggerate the systematicity of the things they study. This inclines them to see agents following clear rules where in fact they use less determinate strategies; it makes it hard to theorise the 'fuzzy' logic of the social world, its practical and therefore mutable nature, poorly described by words like 'system', 'structure' and 'logic' which imply mechanisms, rigidity and omnipresence. The scholar can too easily find themselves mistaking "the things of logic for the logic of things" -- a phrase of Marx's which Bourdieu is fond of quoting. Again, reflexivity is recommended as the key to discovering and correcting for such errors which would otherwise remain unseen, mistakes produced by an over-application of the virtues that produced also the truths within which the errors are embedded.
Question: What are some other important factors of Reflexivity?
Answer:
She/he ought to conduct their research with one eye continually reflecting back upon their own habitus, their dispositions learned through long social and institutional training.