The vibrational mode structure of a golf ball

In this paper, we report the discrete frequencies at which golf balls can vibrate, the mode patterns of these vibrations and how these modes can be excited. There are two broad classes of modes: those that radiate sound waves and those that do not. Both silent and acoustic modes are excited by tangential (i.e. spin-producing) impact forces; only acoustic modes are excited by radial impact forces. Exact analytical results for a homogeneous ball core are compared with finite element numerical results for both a core and a model two-piece ball. Correspondences are readily established for the important low-frequency modes, and the good agreement suggests the validity of these results for real golf balls. The results potentially provide the basis for a rapid, simple and non-destructive method of measuring the effective high-frequency elastic shear modulae of balls (and ball cores) as well as a method for 'tuning' the performance of balls for specific clubs. Some of these aspects are explored further in our companion paper in this issue.     

Mask-making as identity project in a high school English class: a case study

This study reports on the composing process of one student, Peta (a pseudonym), as he reflects on a significant composition he produced during a unit on identity in a 12th‐grade English class in a U. S. high school. The unit was the first thematic exploration of the year for the students and was designed to help them think about themselves as readers, writers, and individuals. The teacher's goal was to have students' engagements with literary and artistic texts serve as vehicles for developing better understandings of themselves. The study demonstrates how students' engagement with more ‘traditional’ artefacts is essentially an example of multimodality and evidences why teachers and researchers should see such work as part of the long tradition of creativity within English. It also demonstrates how such an apparently ‘traditional’ artistic approach in fact covers the same territory as that of the digital revolution, that is that multimodal ‘tools’ engage all the cultural resources of students from their domestic, community and school settings, in contrast with much typical school activity that is perceived as pointless and tedious.     

Professional Development for School Library Media Professionals: Elements for Success

The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being life-long learners. Methods and means to grow in the profession should be evaluated and examined for elements that lead to success in growth and maturity as professionals in school library media. This article investigates the attributes of successful professional development experiences which include learning environment, characteristics of learners, methodologies, and instructional design of staff development workshops.     

Morningness–Eveningness and College Advising: A Road to Student Success?

In addressing the challenges faced by E‐type (evening‐type) students, researchers have pointed to the need for school schedules that reflect chronotypic concerns and the recognition of the importance of sleep for academic achievement and well‐being. One approach to dealing with this issue for adolescent students has been to move the start of the school day later. In college, however, schedules become more varied and the social context in which these challenges occur differs requiring more individualized approaches to scheduling. In spite of this, morningness–eveningness is rarely considered by college administrators, advisors, or individuals involved in student services. It is important that faculty and staff who work with students be aware of chronotypical influences on classroom performance and other aspects of student life so that they can help them succeed in college and beyond.     

Implementing web 2.0 tools in the classroom: Four teachers’ accounts

In this paper, four teachers shared their experiences using the following free Web 2.0 tools with their students: Jing, Wix, Google Sites, and Blogger. The teachers found that students reacted positively to lessons in which these tools were used, and also noted improvements they could make when using them in the future.