Carbon outclasses wood in racket paddles: Ratings of expert and intermediate tennis players

Wooden racket paddles were modified with rubber and carbon fibre laminates and their differences tested in terms of flexural, damping, and coefficient of restitution properties. Four rackets types were designed: a wood reference, wood with rubber, carbon fibre 0°, and carbon fibre 90°. Seven expert and eight intermediate tennis players tested the rackets. To determine which of the four rackets suited the players best, we asked the players to compare the rackets two by two. After each pair tested, participants had to fill out a 4-item questionnaire in which different aspects of the rackets' performance were judged. The most preferred racket was the 0° carbon fibre racket, followed by the 90° carbon fibre racket, the wood racket and, finally, the 1-mm rubber racket. Thus, rackets with the highest stiffness, least damping, and highest coefficient of restitution were the most preferred. Interestingly, although experts and intermediate players overall judged the rackets in very similar ways according to force, vibration, and control, they were sensitive to quite different physical characteristics of the rackets.     

Leadership development in Higher Education: A literature review and implications for programme redesign

Leadership development (LD) activity and its effectiveness has not been explored rigorously across changing university settings globally. As Higher Education settings change radically throughout the world, Higher Education professionals are operating in more uncertain environments, and leaders are taking increasingly complex and diverse approaches to their leadership roles. LD activities therefore become important in supporting this highly complex context, yet little is known in the literature about LD and its impact in Higher Education. We examine peer‐reviewed work on LD in Higher Education settings globally to understand what may be learned about its content, processes, outcomes and impact. Our results suggest the current literature is small‐scale, fragmented and often theoretically weak, with many different and coexisting models, approaches and methods, and little consensus on what may be suitable and effective in the Higher Education context. We reflect on this state of play and develop a novel theoretical approach for designing LD activity in Higher Education institutions.     

Reading with a Crayon: Pre-conventional Marginalia as Reader Response in Early Childhood

Child-produced marginalia, annotations written or drawn in the margins of a text by a young reader, have been stigmatized as devaluing the book on which it was created and often dismissed as “graffiti.” Recent historical studies of marginalia created by older children, those who have mastered conventional writing and drawing, have challenged this notion by looking at extratextual annotations as a means to understanding children’s diverse uses of books as both intellectual and physical objects. However, pre-conventional scribbles on books by very young children have not been explored as artifacts of emergent literacy practices or reader response. Yet, scholarship in the fields of literacy education, art education, early childhood education and theories of place suggest that children can develop expectations for books in the first few years of life and that their earliest drawing experiences show evidence of intentionality. This reader response study draws from video data of three-year-old Elijah and his eighteen-month-old sister, Hannah, to explore the production, of pre-conventional marginalia in early childhood. The findings of this study suggest that toddlers and preschool-aged children can understand books as distinct and pleasurable artifacts in their immediate environments, that the marks they make in their picturebooks are evidence of reader response, that the act of drawing enables them to engage in a fictional landscape, and that pre-conventional marginalia can provide us with insight into very young children’s earliest aesthetic responses to texts.     

Editorial Note

One pressing issue in libraries today is the censorship of information. This theoretical essay uses Kurt Lewin's gatekeeping theory to examine the decision-makers as well as the different pressures and constraints that are at issue in decisions regarding challenges and censorship attempts that occur in regards to library collections. Knowing who the decision-makers, or gatekeepers, are in the decision-making process, whether it is library boards, library directors, or public officials, is crucial to the understanding of censorship in public libraries. Without a clear understanding of the function of gates and gatekeepers in the decision-making process, libraries may allow unintended censorship of ideas and information to persist.     

Mind,Brain, and Education in the Digital Era

Computers are everywhere, and they are transforming the human world. The technology of computers and the Internet is radically changing the ways that people learn and communicate. In the midst of this technology‐driven revolution people need to examine the changes to analyze how they are altering interaction and human culture. The changes have already permeated societies around the world, altering learning, teaching, communication, politics, and most aspects of human interaction. The possibilities for improving educational effectiveness seem powerful, as a result of an information revolution with online access to infinite information and numerous teaching and learning activities of adults and children at school, at home, and in public places. An urgent need is for systematic longitudinal studies of what happens with learning and teaching as people use computers and play with the Internet. Perhaps the new technologies make possible a new kind of constructive dialogue, with intertwining of teaching and learning in a dynamic double helix of questions and answers, of modeling and experimentation. This special section will deal with (1) uses of new technologies to help people teach and learn more effectively, (2) uses of individual laptops to help children learn, (3) creation of new tools for learning and assessment, and (4) techniques that image brain structure and activity.