The vibrational mode structure of a golf ball     

Axe JD  Brown K  Shannon K 《Journal of sports sciences》2002,20(8):623-627

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.  相似文献   

Second Screening Donald Trump: Conditional Indirect Effects on Political Participation     

Shannon C. McGregor  Rachel R. Mourão 《广播与电子媒介杂志》2017,61(2):264-290

As second screening becomes more widespread, this study addresses its mediating role on the impact of TV news in political participation online and offline, and how this impact varies across groups. We expand the existing line of research by assessing the moderating role of support for Donald Trump on the established mediated model. Through a cross-lagged autoregressive panel survey design applied to the communication mediation model, our results support the link between second screening and political participation—but the mediating role of second screening is contingent upon attitudes towards Trump. For those who do not view Trump favorably, second screening during news leads to a decrease in political participation, both online and offline. As such, this article adds to the communication mediation model by suggesting that discussion and elaboration may not always be positive antecedents to political participation. When individuals disagree with the message dominating TV news and social media, deliberation via second screening leads to political disengagement.  相似文献   

Early career experiences of navigating journal article publication: Lessons learned using an autoethnographic approach          下载免费PDF全文

Margaret K. Merga  Shannon Mason  Julia Morris 《Learned Publishing》2018,31(4):381-389

The successful publication of peer reviewed academic journal articles is an essential achievement for early career researchers (ECRs) seeking to establish themselves in their profession. However, this journey can pose several significant challenges for ECRs. We use an autoethnographic approach that draws deeply on our lived experience as ECRs to capture our recent and current experiences of negotiating the academic journal article publication journey to explore the tensions, contradictions, and benefits encountered in the journey. We critically examine challenges we experienced in choosing a target journal and negotiating the follow‐up process; undertaking revisions; and our experiences of limitations and possibilities in peer review and editorial support. While the peer review journal writing process has played a significant role in supporting us to become more effective ECRs, we also highlight challenges we faced negotiating ethical quandaries in this space, as well as illustrate how our preconceptions of a simple publication journey were confounded by subsequent experience of the complex realities of the space. We also suggest that educational interventions are indicated to provide ECRs support in foundational knowledge about what constitutes valuable revisions, an effective paper, and the scope of issues that can be addressed to make a paper more effective, with reference to the possibility of academic mentoring to support this need. Finally, we explore our findings in light of the tensions imposed by the relative inexperience and lack of power yielded by ECRs.  相似文献   

Predictors of adaptive help seeking across ninth‐grade students enrolled in Advanced Placement and International Baccalaureate courses     

Janise S. Parker  Kai Zhuang Shum  Shannon M. Suldo  Elizabeth Shaunessy‐Dedrick  John M. Ferron  Robert F. Dedrick 《Psychology in the schools》2019,56(5):652-669

This study explored how adaptive help seeking was related to academic self‐efficacy, perfectionism (maladaptive and adaptive), attitudes toward help seeking (perceived benefits and perceived threats), and teacher emotional support among 311 grade 9 students in Advanced Placement and International Baccalaureate classes. Significant bivariate links emerged between adaptive help seeking and all six potential correlates. Regression analyses indicated that teacher emotional support, adaptive perfectionism (high personal standards), and perceived benefits were significant, positive predictors of adaptive help seeking. Gender also was a significant predictor, as boys had lower levels of adaptive help seeking compared with girls. Furthermore, gender moderated the association between perceived benefits and adaptive help‐seeking; perceived benefits were particularly highly associated with boys’ adaptive help seeking from classroom teachers. Strategies for explicating the benefits of adaptive help seeking, promoting adaptive perfectionism, and fostering teacher emotional support are provided, as well as limitations and future directions for research.  相似文献   

Bringing the Science of Team Training to School-Based Teams     

Lauren E. Benishek  Megan E. Gregory  Karin Hodges  Markeda Newell  Ashley M. Hughes  Shannon Marlow 《理论付诸实践》2016,55(2):112-119

Teams are ubiquitous in schools in the 21st Century; yet training for effective teaming within these settings has lagged behind. The authors of this article developed 5 modules, grounded in the science of team training and adapted from an evidence-based curriculum used in medical settings called TeamSTEPPS®, to prepare instructional and administrative personnel for teamwork and to enhance their teamwork skills. The resulting 5 modules, available for download on the American Psychological Association website, are collectively called Teach Teamwork and include: Introduction to Teams and Teamwork, Communication, Mutual Support, Situation Monitoring, and Leadership. In this article, the modules and supplemental materials are described, along with recommendations for implementation.  相似文献   

A comparison of the pencil‐and‐paper and computer‐administered Minnesota Multiphasic Personality Inventory–Adolescent     

Shannon Hays  R. Steve McCallum 《Psychology in the schools》2005,42(6):605-613

Within the context of a counterbalanced design, 102 students from either a high school or a large Southeastern university were administered two versions of the Minnesota Multiphasic Personality Inventory–Adolescent (MMPI–A): a computer‐administered version (CA) and a paper‐and‐pencil version (PAP). Time between testing sessions was approximately one week. Differences in individual scale means between the CA and PAP were calculated using paired t tests, with the Bonferroni correction procedure; no mean differences were statistically significant ( p > .05). To determine if the scale distributions were similar Hartley's homogeneity of variance tests were conducted; there were no differences in the shapes of the scale distributions ( p > .05). Pearson product‐moment coefficients were calculated to determine if the relative rankings were similar across administration formats; coefficients for every scale were positive and statistically significant ( p < .01). © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 605–613, 2005.  相似文献   

Use of Instructional Feedback and Modification Methods among University Faculty     

David M. Shannon  Darla J. Twale  Gregory R. Hancock 《Assessment & Evaluation in Higher Education》1996,21(1):41-53

This study focused on methods used by faculty to gather feedback and how this feedback was used to modify instruction. Data were gathered to determine the degree to which these methods of feedback and modification of instruction were dependent upon variables such as class size, teaching experience, pedagogical training, academic rank and status, gender and academic discipline. It was found that the amount of feedback and modification of instruction did not vary significantly across the variables of teaching experience and class size. The analyses examining the effects of the remaining independent variables (i.e. college of study, pedagogical training, gender, rank, status) did detect statistically significant results. Specifically, those instructors who had received some training in pedagogical methods gathered feedback about their teaching more than those instructors without such pedagogical training. Also, faculty from the Colleges of Education and Liberal Arts used more methods to gather feedback than those faculty from the College of Science and Mathematics. Faculty in the College of Science and Math also did the least in terms of course and instructional modification, significantly less than faculty in the Colleges of Agriculture, Business, Education, Engineering and Liberal Arts.  相似文献   

The development of visual short-term memory capacity in infants     

Ross-Sheehy S  Oakes LM  Luck SJ 《Child development》2003,74(6):1807-1822

Four experiments assessed visual short-term memory capacity in 4- to 13-month-old infants by comparing their looking to changing and nonchanging stimulus streams presented side by side. In each stream, 1 to 6 colored squares repeatedly appeared and disappeared. In changing streams, the color of a different randomly chosen square changed each time the display reappeared; the colors remained the same in nonchanging streams. Infants should look longer at changing streams, but only if they can remember the colors of the squares. The youngest infants preferred changing streams only when the displays contained one object, whereas older infants preferred changing streams when the displays contained up to 4 objects. Thus, visual short-term memory capacity increases significantly across the first year of life.  相似文献   

Developing Effective Transition Reports for Secondary Students: A Nationwide Survey of College and University Disability Support Personnel     

Charles Wadlington  Kathy DeOrnellas  Shannon R. Scott 《Exceptionality》2017,25(3):207-215

This exploratory study analyzes the perceptions of Disability Support Services (DSS) personnel regarding the transition process and documentation requirements to receive services for students with invisible disabilities in postsecondary settings. Invisible disabilities include attention-deficit/hyperactivity disorder, autism spectrum disorders, learning disabilities, and traumatic brain injury. DSS personnel from 408 postsecondary institutions across the United States completed the researcher-generated survey online. Results indicated a lack of consistent collaboration with secondary institutions and use of transition plans to determine eligibility for disability services. Participants reported a lackluster view of their usefulness, and analyses of their free responses revealed specific themes for what DSS personnel reported would make transition reports more useful. Results regarding currency requirements, qualified conductors of, responsible parties for, and location of assessments are presented. Applications of the findings of this research are discussed for the preparation of effective transition reports and transition goals.  相似文献   

An Application of Item Response Theory in the Comparison of Four Conventional Item Discrimination Indices for Criterion-Referenced Tests     

Gregory A. Shannon  Barbara A. Cliver 《Journal of Educational Measurement》1987,24(4):347-356

Several recent papers have argued for the usefulness of item response theory (IRT) methods of assessing item discrimination power for criterion-referenced tests (CRTs). Conventional methods continue to be used more widely, however, for reasons that include some practical constraints associated with the use of IRT methods. To provide users with information that may help them to decide on which conventional indices to employ in evaluating CRT items, Spearman rank-order correlations were computed between IRT-derived item information functions (llFs) and four conventional discrimination indices: the phi-coefficient, the B-index, phi/phi max, and the agreement statistic. The rank-order correlations between the phi-coefficient and the llFs were very high, with a median of .96. The remaining conventional indices, with the exception of phi-over-phi-max, also correlated well with the IIF. Theoretical explanations for these relationships are offered.  相似文献