EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 1974, 34, 537-545. The effect of the number of scale intervals of a continuous variable on the results of principal components factor analysis was investigated. Analyses were performed for seven different numbers of scale intervals. The general effect was a decrease in the size of the eigenvalues, communalities, and factor loadings as the number of scale divisions was reduced. The magnitude of the effect was, however, not large and the pattern of the rotated factor loadings was not appreciably affected.IN recent years, there has been widespread interest in, and application of, factor analysis in a number of fields. One consideration that confronts the researcher is that the model underlying factor analysis seldom matches precisely the characteristics of the data being analyzed. One problem that has concerned investigators is the effect of the number of intervals along the measurement scale of a, continuous variable on the results of the analysis. In its extreme form it is desired to know what effect reducing a continuous measurement scale to a dichotomy has on the analysis where the Pearson product moment correlation is used to represent the relationships between dichotomous variables (Carroll, 1961;Henrysson and Thunberg, 1965).
Results are presented from an experimental study conducted to measure heat transfer rates at the rim of a rotating disk convectively cooled by impinging jets. The disk face contour radially inward from the rim is varied to simulate the geometric conditions found on gas turbine engine rotors. Heat transfer rates are found to be relatively unaffected by impingement for jet flowrates less than the order of one-tenth the disk pumping flow. Disk pumping flows are evaluated through the use of an analysis which accounts for the presence of the disk hub. At larger jet flowrates, heat transfer rates increase strongly with increasing jet flow, reaching two to three times the no-impingement values at jet flowrates approximately equal to the pumped flow. All the heat transfer results, both with and without jet impingement, are essentially unaffected by changes in the disk face contour.
and consults on funding systems through the Rural Schools and Community Trust. No Child Left Behind Costs and Benefits The promise of providing all children with a high-quality education is a noble one. But after looking at the projected costs for 10 states to fulfill the requirements of NCLB, Mr. Mathis fears that the federal government is asking too much and giving too little. BY WILLIAM J. MATHIS I T IS THE cruelest illusion to promise far more than we will ever deliver. Yet throughout time reformers of all persuasions have offered Utopian visions in exchange for permission to shape the world to their view. With great fanfare about historic turning points and fervent promises to America's children, in January 2002 President Bush signed into law the No Child Left Behind (NCLB) Act, the latest reauthorization of the Elementary and Secondary Education Act (ESEA). The rhetoric was certainly noble, and the law was sold with the guarantee that, at last, we would leave no student behind. The poor would have the same as the rich, and the strong arm of a resolute government would make it so. Public support for equality, periodic testing, highly qualified teachers, and other provisions of the law was strong. 1 As shown by the 87-10 Senate vote, the law passed with substantial bipartisan support. President Bush and Secretary of Education Rod Paige have said much about the great investments the federal government has made in education. And in strident tones, the material accompanying the passage of the law says that the public has a right to demand great returns on this investment. 2 Alas, the promises are far greater than the reality. When the "historic" federal investments in education are scrutinized, the first-year increases to Title I compensatory funds amount to a mere 0.4% of total education spending. When the much-touted "flexibility" procedures
EEKING TO cut off German access to the Rhine, Allied commanders dropped a small force of lightly armed paratroopers deep behind enemy lines. They were to seize a key bridge in Holland. Because of poor planning, inadequate support, overextended lines, and dropping the paratroopers into the middle of two crack Panzer divisions, the Allied venture was doomed. It was a bridge too far. Of course, the moral imperative was right. And of course, it is the moral obligation of all educators to bridge the achievement gaps between rich and poor, between boys and girls, and between brown, black, and white. Half a century after Brown v. Board of Education, we can mark the great progress we have made. But the gap remains. Some federal and state political leaders have made
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