A Demanding Reality: Print-Media Advertising and Selling Smartness in a Knowledge Economy

In this article we offer analysis of the intersection between what is theorized as the knowledge economy, US schools, and identity politics through our examination of a sample of print media advertisements. The thematic thread we use to tie these pieces together is the concept of smartness, which we frame as a metanarrative of truth reflected in schooling and society. In sum, 156 advertisements are examined and discourses of smartness, race/ethnicity, and gender analyzed. We discuss the ways power has shifted within the knowledge economy to privilege smart identities as representations of human capital and those representations’ connections to schooling.     

Material and surface effects on the spin and launch angle generated from a wedge/ball interaction in golf

Backspin rate and friction coefficients have been studied for a range of commercially available wedges and multi-piece golf balls using a mechanical golfer and a modified pin-on-disc tester. Analysis of shot characteristics for wedges with three different surface roughness values and two golf ball types (two-piece ionomer covered and three-piece polyurethane covered) was carried out using the mechanical golfer, whilst pin-on-disc testing was performed to determine the friction coefficient between the different golf ball covers (with a range of hardness values) and steel discs with a range of surface roughness values seen for different wedges. It was found that the polyurethane covered balls (lower hardness) showed greater backspin than the ionomer covered balls (higher hardness), and showed higher friction values during the pin-ondisc testing. During the mechanical golfer tests, however, it was observed that the ionomer covered balls showed an increase in friction coefficient for increasing surface roughness, although the effect of differences in cover material types was greater than that of surface roughness variation for the same cover material within the range of commercially available wedge face surface roughnesses.     

Sustainability and distance learning: a diverse European experience?

Higher Education (HE) is experiencing disruption from technologies, demographics, the globalising world and longer life expectancy. Historically Higher Education has had a legacy of being seen as the requirement for an educated ‘elite’, there has been a policy ambition set in various countries (including the UK) for it to become the expectation for much wider segments of the population as a whole. As students become ‘everyone’ and learning becomes ‘all the time’ Distance Teaching and Research Institutions have a tremendous opportunity but there are also many disruptions and barriers to overcome. Higher Education institutions have an important role within Education for Sustainable Development and sustainable lifestyles; one of the important goals and targets of the United Nations Sustainable Development goals for 2030. Higher Education can contribute to sustainability in many ways – social, technical and environmental; globally and locally. In particular distance-learning universities due to the flexibility in the learning process, use of technologies, and inter-disciplinary approach to teaching and learning, constitute key factors in education for sustainable development. But what will this contribution look like? In this paper, the responses from senior leaders in four major European distance-learning universities are presented, compared and discussed. The tentative conclusions draw out some strategic imperatives for sustainable higher education in the twenty first century.     

Elements of Chord-Reading in Music Notation

Random assignment of students to innovative educational programs is not always possible in establishing proper and adequate control groups; therefore, it is recommended that the biomedical model of adjusted statistics designed to overcome the well-known difficulty educational investigators face when attempting to randomize subjects be adopted. The model’s utility is demonstrated by using hypothetical data for fifth grade students tested by criterion and norm referenced tests. Results indicate that the adjusted discrepancies between group statistics are considerably smaller than is indicated by inspection of raw, or unadjusted, sample values. The educational analogue of the biomedical model of adjusted rates provides a way to obtain a more accurate estimate of program success or failure when comparisons across classrooms or other units are desirable.