Cable and Telecommunications

William A. Lucas and Robert K. Yin's Serving Local Needs with Telecommunications (Santa Monica, Calif: Rand Corporation Report R-1345-MF, November 1973—$3.00, paper).

Fred B. Wood's The Potential for Congressional Use of Emergent Telecommunications: An Exploratory Assessment (Washington, D.C.: George Washington University, Program of Policy Studies in Science and Technology, May 1974—apparently free on request)

Walter S. Baer, Michael Botein, Leland L. Johnson, Carl Pilnick, Monroe E. Price, and Robert K. Yin's Cable Television: Franchising Considerations (New York: Crane, Russak, & Co., 1974-=T13.50)

Charles G. Woodard's Cable Television: Acquisition and Operation of CATV Systems (New York: McGraw-Hill, 1974—$27.50)

Planning Interconnection Systems: Options for the Twin Cities Metropolitan Area (Washington, D.C.: Cable Television Information Center, 2100 M St. N.W., 1974-47.50, paper)

Cablelines (Cable Communications Resource Center, 1900 L St., N.W., Washington, D.C. 20036—monthly/free on request)     

Comparing State High School Assessments to Standards for Success in Entry-Level University Courses

States have moved rapidly over the past 20 years to institute systems of standards and assessments. State assessments in particular take on added importance at the high school level as they are required for graduation by an increasing number of states. Federal legislation mandating testing in high school also serves to increase the stakes and impact of state exams. Many states are also using high school exams for postsecondary purposes, although the content and criterion validity of these exams in relation to students' post-high school pursuits is not well documented. Though no state exam was developed with the express intent of aligning specifically with postsecondary education, it is nonetheless important to understand this linkage given the wide-ranging use of high school exams across the country. This study analyzed the content of state tests relative to a set of standards that identify knowledge and skills necessary for success in entry-level university courses. A total of 60 math and English assessments from 20 states were analyzed along a number of alignment dimensions. Exams were found to be moderately aligned with a subset of the university standards, but in an uneven fashion. English exams were somewhat more aligned than math exams, but math exams had high alignment in some specific standard areas, and English exams aligned poorly or not at all in areas requiring higher order thinking. In the future, states using high school exams for postsecondary purposes may want to examine the content of state standards and exams to determine their relationship to college-readiness criteria.     

Higher Education Institutions and Their Regions: Linking the Local and the Global

This article is based on the Final Report of the "International Seminar on the 'Emergence of Universities: New Higher Education Institutions and their Role in Local and Regional Development'," held in Zielona Go´ra, Poland, in May 2001. A first set of presentations argued strongly that the presence of higher education institutions in given regions is increasingly important for the continued development of these regions. However, for the presence of higher education institutions to be effective in regard to their regions, universities may have to be reorganized and smaller institutions merged. A second set of presentations detailed specific ways in which universities can be of service to their regions, as, for instance, in providing linguistic services and in furthering inter-ethnic and cultural understanding. A third set commented upon the converging roles of public and private institutions and discussed the challenges facing higher education in general.     

JPEE Book Review

Educational Assessment, Evaluation and Accountability -     

Engaging Undergraduates in Feminist Classrooms: An Exploration of Professors’ Practices

This article reports the results of a feminist action research project that sought to ascertain professors’ best practices for engaging undergraduates in feminist classrooms. In semi-structured interviews, professors recommended assigning readings from a variety of positionalities; creating a safe space for class discussion; relying on data to respond to student resistance; and including issues related to diversity, human identity, and social justice at a curricular level. The article concludes with a discussion of the author's experience implementing this advice in his own teaching for two years.     

Physiological Correlates of Female Road Racing Performance

Abstract

The purpose of this study was to determine the relationship between female distance running performance on a 10 km road race and body composition, maximal aerobic power ([Vdot]O_{2 max} ), running economy (steady-state [Vdot]O₂ at standardized speeds), and the fractional utilization of [Vdot]O_2max at submaximal speeds (% [Vdot]O_2max ). The subjects were 14 trained and competition–experienced female runners. The subjects averaged 43.7 min on the 10 km run, 53.0 ml · kg^?1 · min^?1 on [Vdot]O_2max , and 33.9, 37.7, and 41.8 ml · kg^?1 · min^?1 for steady-state [Vdot]O₂ at three standardized running paces (177, 196, and 215 m · min^?1). The mean values for fractional utilization of aerobic capacity for these three submaximal speeds were 64.3, 71.4, and 79.3% [Vdot]O_2max , respectively. Significant (p < 0.01) relationships with performance were found for [Vdot]O_2max (r = ?0.66) and % [Vdot]O_2max at a standardized speed (r = 0.65). No significant (p > 0.05) relationships were found between running performance and either running economy or relative body fat. As with male heterogeneous groups, trained female road racing performance is significantly related to [Vdot]O_2max and % [Vdot]O_2max , but not related to body composition or running economy. It was further concluded that on a 10 km road race, trained females operate at a % [Vdot]O_2max similar to that of their trained male counterparts.