9. GENERAL MEDIA

CONVERGENCE: INTEGRATING MEDIA, INFORMATION &; COMMUNICATION by Thomas F. Baldwin, D. Stevens McVoy, and Charles Steinfield (Thousand Oaks, CA: Sage Publications, 1996—$48.00/$22.00, ISBN 0–8039–5904–4 hard, ISBN 0–8039–5905–2 paper, 430 pp., figures, notes, index)

PLUNKETT'S INFOTECH INDUSTRY ALMANAC: THE ONLY COMPLETE GUIDE TO THE TECHNOLOGY AND THE COMPANIES THAT ARE CHANGING THE WAY THE WORLD THINKS, WORKS AND COMMUNICATES by Jack W. Plunkett (Galveston, TX: Plunkett Research, 1996—$125.00, paper, ISBN 0–96382–682–4, 697 pp.)

COMMUNICATION SATELLITES: 1958–1995 by Donald H. Martin (Aerospace Press [PO Box 80966, Los Angeles, CA 90080–0966], 1996 [3rd ed.]— $35.00, paper, ISBN 1–884989–02–0, 484 pp., diagrams, tables, maps, glossary, bibliography)

SATELLITE TECHNOLOGY: AN INTRODUCTION by Andrew F. Inglis and Arch C. Luther (Woburn, MA: Focal Press, 1997 [2nd ed.]—$24.95, paper, ISBN 0–240–80295–0, 134 pp., diagrams, tables, appendices, glossary, bibliography, index)

COMMUNICATIONS TECHNOLOGY HANDBOOK by Geoff Lewis (Woburn, MA: Focal Press, 1997 [2nd ed.]—$79.95, ISBN 0–2405–1461–0, 467 pp., diagrams, tables, appendices, index)     

6. FOREIGN AND INTERNATIONAL

TELECOM REFORM: PRINCIPLES, POLICIES AND REGULATORY PRACTICES by edited by William H. Melody (Lyngby, Denmark: Den private Ingeniørfond, Technical University of Denmark, 1997‐$39.00, paper, ISBN 7–7381–071–1, 557 pp., tables figures notes, index, glossary, appendix)

RADIO CANADA INTERNATIONAL: VOICE OF A MIDDLE POWER by James L. Hall (East Lansing: Michigan State University Press, “Canadian Series No. 7,”; 1997—$24.95, paper, ISBN 0–87013–420–5, 295 pp., photos, notes, appendices, bibliography, index)

BITS ACROSS BORDERS: POLICY CHOICES FOR INTERNATIONAL MULTIMEDIA AND DIGITAL SERVICES: A Report of the Second Annual Aspen Institute Roundtable on International Telecommunications, Berlin, Germany, June 19–22, 1996, by Kenneth G. Robinson and Charles M. Firestone (Queenstown, MD: The Aspen Institute, 1997—$10.00, ISBN 0–89843–208–1, 55 pp., appendix)

IT'S A WIRED WORLD by Anne C. Leer (Oslo: Scandinavian University Press [Universitetsforlaget], 1996—L27.50, ISBN 82–00–42310–7, 188 pp., figures, appendices, notes, glossary)

THE POLITICAL ECONOMY OF COMMUNICATION: RETHINKING AND RENEWAL by Vincent Mosco (Thousand Oaks, CA: Sage Publications, 1996—$39.95/13.95, ISBN 0–8039–8560–6 hard, 0–8039–8561–4 paper, 320 pp., figures, tables, notes, index)

EBU YEARBOOK 1997 (Geneva: European Broadcasting Union, 1997—free by contacting the EBU, no ISSN given, 52 pp., tables, charts, photos)

LIVE, DIRECT AND BIASED? MAKING TELEVISION NEWS IN THE SATELLITE AGE by Brent MacGregor (London: Arnold/New York: St. Martin's Press, 1997—prices not given, ISBN 0–340–66224–7 hard, 0–340–66225–5 paper, 234 pp., table, references, index)

GLOBAL INFORMATION AND WORLD COMMUNICATION: NEW FRONTIERS IN INTERNATIONAL RELATIONS by Hamid Mowlana (London: Sage, 1997 [2nd ed.] $29.95, ISBN 0–7619–5256‐X hard, ISBN 0–7619–5257–8 soft, 270 pp., figures, selected bibliography, index)     

Talkin' 'Bout Meta-Generation: ACT UP History and Queer Futurity

Modern Eloquence. Founded by Thomas B. Reed. New Edition by Ashley H. Thorndike. Modern Eloquence Corporation, New York, 1924. Twelve volumes.

The Psychology of Selling Life Insurance. By Edward K. Strong, Jr. Harper and Brothers, 1922. Pp. 489.

The Art of Talking, or Self‐Expression in Speech and Conversation. By W. Charles Loosmoore. London, John Murray. 1923.

A Complete Course in Public Speaking. By Joseph A. Mosher. Macmillan, New York, 1924. Pp. XXV + 174.

Writing By Types. By Albert C. Baugh, Paul C. Kitchen, and Matthew W. Black. The Century Co., New York, 1924.

The Dramatization of Bible Stories. By Elizabeth Erwin Miller. University of Chicago Press, 1918. Pp. 162.     

Pupils’ self-perceptions: the role of teachers’ judgment controlling for big-fish-little-pond effect

This article aims to study the relationship between teachers’ judgment and pupils’ self-perceptions controlling for the big-fish-little-pond effect (BFLPE). Three studies were conducted among third-grade pupils. Study 1 (n?=?585) focused on pupils’ perceptions of their scholastic competence. Teachers’ judgment and BFLPE were found to have an independent relation with pupils’ self-perceived scholastic competence. Study 2 (n?=?660) replicated the same results of study 1. Study 3 (n?=?683) extended the analysis to other domains of self-perception identified by Harter (Child development, 53, 87–97, 1982). The results showed that the relation with the BFLPE was significant only for pupils’ self-perceived scholastic competence. They also showed that the teachers’ judgment was related to two other domains of self-perception (behavioral conduct and peer acceptance) but was not directly related to pupils’ global self-worth.     

Social comparison and cognitive performance: A descriptive approach in an academic context

Eighty pupils of different academic levels (i.e. strong vs weak) were asked to make estimations about the different subjects taught at school. Gathered post-experimentally, the data allow specification of the relation to intelligence in which each school subject stands for the two different types of subjects. Evaluations of the significations accorded to performances in the different disciplines were also obtained. In accordance with expectations, analysis of these estimations reveals that pupils in a failure situation have an “original” conception of the field of academic comparison. However, the data obtained show that this originality (i.e. this social differentiation) stays within the dominant value system which sets the confines of the field of academic comparison. Taken in conjunction with more experimental results reported elsewhere, these estimations suggest that the cognitive attitude adopted by subjects towards an object of knowledge (here academic) can, in certain conditions, be formed independently of the social significations associated with this object but not independently of the nature of the social insertion which subjects undergo at the time of this interaction.     

Linking webbing clothes moths to infested objects or other food sources in museums

The webbing clothes moth Tineola bisselliella (Hummel, 1823) is one of the most common museum pests and can be found all over the world. The larvae damages objects made of feather, wool, fur, and other keratinaceous materials. Pheromone traps are important tools in integrated pest management, which allow the detection of infestations and evaluation of their extent. Organic-rich dust (detritus) or other materials of animal origin, such as dead birds, can be an alternative food source for the moths. This paper analyzes monitoring data collected with pheromone traps from six different museums in Vienna and Berlin and tries to differentiate between moths resulting from infested objects or moths coming from other food sources, such as organic-rich dust. Annual totals of moths trapped and catch rate (moths per trap) are important guides for selecting appropriate remedial measures. Long-term data (over six years) enabled us to interpret monitoring results and differentiate between active infestation of objects and cleaning or housekeeping problems. However, detailed knowledge of the site and buildings, availability of high-quality food for the larvae, and lack of regular cleaning are also important factors to consider when interpreting the data.     

A pilot study on quantification of training load: The use of HRV in training practice

Recent laboratory studies have suggested that heart rate variability (HRV) may be an appropriate criterion for training load (TL) quantification. The aim of this study was to validate a novel HRV index that may be used to assess TL in field conditions. Eleven well-trained long-distance male runners performed four exercises of different duration and intensity. TL was evaluated using Foster and Banister methods. In addition, HRV measurements were performed 5 minutes before exercise and 5 and 30 minutes after exercise. We calculated HRV index (TL_HRV) based on the ratio between HRV decrease during exercise and HRV increase during recovery. HRV decrease during exercise was strongly correlated with exercise intensity (R = ?0.70; p < 0.01) but not with exercise duration or training volume. TL_HRV index was correlated with Foster (R = 0.61; p = 0.01) and Banister (R = 0.57; p = 0.01) methods. This study confirms that HRV changes during exercise and recovery phase are affected by both intensity and physiological impact of the exercise. Since the TL_HRV formula takes into account the disturbance and the return to homeostatic balance induced by exercise, this new method provides an objective and rational TL index. However, some simplification of the protocol measurement could be envisaged for field use.     

Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations

Journal of Science Education and Technology - Mobile devices (smartphones or tablets) as experimental tools (METs) offer inspiring possibilities for science education, but until now, there has been...     

The social context of human learning: Some prospects for the study of socio-cognitive regulations

Numerous studies conducted by social, cognitive, and educational psychologists suggest that learning, cognitive functioning and development, and education are fundamentally embedded in a complex social matrix. Recent studies have demonstrated the influence on cognitive performances of several basic social variables, including evaluative pressure, group membership, situations of personal or categorical social comparison, and the academic value of the task. These findings clearly point out the necessity of considering the autobiographical dimension of the individual to explain this influence, an idea which is clearly consistent with other results obtained in studies on scholastic self-schemas. The present paper shows that the influence of the social context of cognition cannot be explained unless it is viewed from a sociocognitive perspective which considers the autobiographical memory of the individual.