The microscope-centrifuge and some of its applications

The mutual annihilation of positive and negative electricity with an accompanying radiation of the equivalent electromagnetic energy has been invoked to account for stellar heat. Electrodynamics, without further generalization, has no way of admitting such annihilation accompanied by radiation. The generalizations necessary to provide logical meaning to the process are developed and discussed.In particular, it becomes necessary to extend the law of motion of electricity applicable to an electron as a whole, so as to apply also to that which remains of the electron when part of it is destroyed.     

The reliability of linear position transducer, force plate and combined measurement of explosive power-time variables during a loaded jump squat in elite athletes

The purpose of this study was to determine the between day reliability of power-time measures calculated with data collected using the linear position transducer or the force plate independently, or a combination of the two technologies. Twenty-five male rugby union players performed three jump squats on two occasions one week apart. Ground reaction forces were measured via a force plate and position data were collected using a linear position transducer. From these data, a number of power-time variables were calculated for each method. The force plate, linear position transducer and a combined method were all found to be a reliable means of measuring peak power (ICC = 0.87-0.95, CV = 3.4%-8.0%). The absolute consistency of power-time measures varied between methods (CV = 8.0%-53.4%). Relative consistency of power-time measures was generally comparable between methods and measures, and for many variables was at an acceptable level (ICC = 0.77-0.94). Although a number of time-dependent power variables can be reliably calculated from data acquired from the three methods investigated, the reliability of a number of these measures is below that which is acceptable for use in research and for practical applications.     

Teaching children how to include the inversion principle in their reasoning about quantitative relations

The basis of this intervention study is a distinction between numerical calculus and relational calculus. The former refers to numerical calculations and the latter to the analysis of the quantitative relations in mathematical problems. The inverse relation between addition and subtraction is relevant to both kinds of calculus, but so far research on improving children’s understanding and use of the principle of inversion through interventions has only been applied to the solving of a + b − b = ? sums. The main aim of the intervention described in this article was to study the effects of teaching children about the explicit use of inversion as part of the relational calculus needed to solve inverse addition and subtraction problems using a calculator. The study showed that children taught about relational calculus differed significantly from those who were taught numerical procedures, and also that effects of the intervention were stronger when children were taught about relational calculus with mixtures of indirect and direct word problems than when these two types of problem were given to them in separate blocks.     

Hitting promotion hard: A network response to channel surfing and new competition

Examination of over 600 on‐air promos carried within or adjacent to situation comedies showed that the promos’ salience impacted the ratings of the promoted program. After controlling for the ratings of the lead‐in to the promoted program, significant associations were found for the method of construction of the promo, the familiarity of the promoted program, the amount of clutter within breaks, the position of the promo within the break, and the rating of the program carrying the promotion. The results suggested a six‐part model for maximizing the effectiveness of on‐air promotion.     

How Promotional Content Changes Ratings: The Impact of Appeals,Humor, and Presentation

This study assessed the impact of content--as opposed to structural--factors on television program ratings, seeking to locate clusters of components that would identify effective on-air promotion and allocate content a better-defined place within theoretic models of media priming. Stepwise multiple regression analyses of 1,547 on-air promos for 155 prime-time programs demonstrated that 5-9% of ratings variance was accounted for by content appeals, humor, and presentation in promos for comedy programs. The influence of content variables was greater for familiar than unfamiliar comedies, and humor and presentation in promos contributed to variance in ratings for mid-rated but not high- or low-rated comedies.     

Does Synergy Work? An Examination of Cross-Promotion Effects

This experimental study was designed to examine the effectiveness of cross-media program promotion. The results showed that the employment of coordinated television and print program promotions led to higher attention from audiences, improved message recall, higher perceived message credibility, more positive attitudes toward the promotion, more positive attitudes toward the program, and greater viewing intent compared to using repetitive single-source promotions. By incorporating cognitive variables such as attention, memory, and attitudes, this study bridges a gap in the existing literature on broadcast promotion and has the potential to aid networks, media practitioners, and academic researchers to a better understanding of cross-media promotion effects.     

Alternative perspectives on learning outcomes: challenges for assessment

In discussing the relationship between curriculum and assessment it is commonly argued that assessment should be aligned to curriculum or, alternatively, that they should be congruent with each other. This article explores that relationship in five educational contexts in the UK and in Europe, ranging across school education, workplace learning, vocational education and higher education. Four main themes are highlighted: construct definition, progression, assessment procedures, and system-level accountability. What emerges from the five case studies under review is a multi-layered process of knowledge being constructed in diverse ways at different levels in each context. The article concludes that, rather than thinking in terms of either alignment or congruence, these relationships are better understood in terms of non-linear systems embracing curriculum, pedagogy and assessment.