Volume 3, Issue 2, April 2007
Index of content:
3(2007); http://dx.doi.org/10.1121/1.2961152View Description Hide Description
This is the second of a two‐part tutorial on structural acoustics written for Acoustics Today. The first appeared in the October 2006 issue and focused on vibrations in structures.
In this article, I have added a co‐author—Dr. John Fahnline—who specializes in analyzing sound‐structure interaction using boundary element (BE) modeling techniques. John has already written one book on acoustic BE analysis (with Gary Koopmann), and is working on a second.
In this article we will explain:
• what structural vibrations do to neighboring acoustic fluids, and
• what sound fields do to neighboring structures.
3(2007); http://dx.doi.org/10.1121/1.2961149View Description Hide Description
A study conducted in 1996 by Patricia Kuhl, then Vice President of the Acoustical Society of America (ASA), and Joseph Dickey, then Chair of the ASA Membership Committee, found that the ASA membership is predominantly male and aging. The ASA also is overwhelmingly comprised of majority populations (although we do not collect race/ethnicity data so it is not possible to provide hard data here). Students now make up 14 percent of the membership.
While there is nothing terribly surprising in the results of the membership survey, it suggests that the largest professional society of acousticians in the world is not very diverse. It also raises a question as to whether the number of students entering the field is sufficient to sustain the profession in the face of a large number of anticipated retirements in the near future.
3(2007); http://dx.doi.org/10.1121/1.2961150View Description Hide Description
Committee on Education in Acoustics: Science Education and the Acoustical Society of America—Are We Doing Enough?3(2007); http://dx.doi.org/10.1121/1.2961151View Description Hide Description
Acoustical Society of America (ASA) educational concerns cover a vast range of interests and disciplines. This includes such diverse university programs as the physical sciences and engineering, life sciences, medicine, and architecture. Some of the concerns are very self‐serving such as issues related to the growth of the Society and the vitality of individual technical committees; others are very much oriented to serve society at large, such as the recently issued standard on Classroom Acoustics. The quality of science education in secondary schools is of vital interest, as is the introduction of science concepts at the elementary level. Two examples will serve to illustrate both the concern, and the need for ASA contributions.