On the existence and the magnitude of electronic charges

In order to quantize Dirac's classical point electron¹ we supplement Einstein's classical equation (E/c)² ? p² = b2 with a reciprocal classical equation (CΔt)² ? (Δr)² = a² where b = mc and a is Dirac's signal radius. Δt is the time saved by a light signal in various states of motion of the electron, and a/c is the rest time saved. Our former efforts² of obtaining an integral equation for the probability amplitude have been rectified by Born.³ There is no solution of the integral equation, however, unless advanced and retarded phases are introduced simultaneously, along with Dirac's advanced and retarded potentials. We have obtained a transcendental equation for the eigen-value μ = αγ where α is the Sommerfeld fine-structure constant, and γ is the numerical factor in Dirac's signal radius a = γe²/mc². The smallest eigen-value is μ = 0.0299.That is, ab = hγ = h/210.     

The prevalence of behavior problems in deaf children

The appropriateness of the Behavior Problem Checklist for deaf children has been established in various studies. The objective of this study was to use the Behavior Problem Checklist to assess the prevalence of behavior problems in deaf children and to compare these results to earlier studies of behavior problems of hearing and hearing-impaired children. A lesser prevalence of behavior problems was found than in some earlier studies of deaf children. Results were somewhat more consistent with past findings regarding children with no hearing problems. Comparisons by sex found, as in earlier studies, that boys tended to evidence more behavior problems than girls.     

Building and sustaining community in asynchronous learning networks

This article applies the concept of classroom community to asynchronous learning networks (ALNs) by taking on the issue of how best to design and implement a course that fosters community among learners who are physically separated from each other. The following factors that can influence sense of community among distant learners are examined: student–instructor ratio, transactional distance, social presence and instructor immediacy, lurking, social equality, collaborative learning, group facilitation, and self-directed learning.     

Further negative findings on facilitated communication

To date, most studies of the efficacy of Facilitated Communication (FC) have been hampered by small samples, limited experience of the subjects with the FC, and diagnostically narrow samples. The present study has a comparatively large sample, and the subjects each had a minimum of one year's experience using FC. Diagnoses of the subjects were also arrayed across a broad spectrum. Pictorial stimuli that had been used as classroom teaching materials were presented to each subject and facilitator under three different conditions of five trials each. Responses were rated by independent judges who were not aware of the stimuli. Support for the communicative value of FC was not found.