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Two different methods of measuring the balance quality of baluns are described. Section I describes the balance comparator, a mechanical test device requiring only a signal source, and receiver to perform the measurements on the test balun. Section II describes the use of a network analyzer, computer controlled to plot out all the graphical data on the balun measurements. Measurements on a balun having known balance characteristics show both methods obtain satisfactory balance data.

Measurements of resistance and reactance of cylindrical antennas operated against ground have been made, with a wide variation of both antenna length and diameter. These data are displayed by means of a series of graphs. The maximum values of resistance encountered are displayed. The shortening effect near the quarter-wave resonance point is also shown. Terminal conditions, such as capacitance of the base of the antenna to ground, are briefly considered, and a series of measurements shows the wide variation in impedance for varying terminal conditions. Measurements made in the course of the investigation show that the impedance of the antenna is independent of whether the top of the radiator is open or closed. The measured impedance data are also directly applicable to the case of a center-fed dipole.

This chapter discusses the helplessness of a newborn baby and also discusses the skills acquired by the same child at the age of five. The first five years of life are very important for an infant. His first primitive concepts of spiritual, moral, and social values are formed from the way in which he is treated and from the ways in which he sees other people behave. While comparing a tiny newborn baby and an energetic five-year-old, one realize how much the newborn child has to learn and has to experience, and the difficulties, successes, and failures encountered by him or her. However, it must be remembered that he or she has, in most cases, had already nine months of life, and during those nine months, a tremendous amount of growth and development has taken place. Although all babies are similar in some respects in their stage of development at birth, each one is unique and there are great differences between them. Everything, therefore, in connection with the outside world has to be learned by the newborn baby, and this includes all aspects of his development.

This chapter discusses the importance of appropriate environment and learning in the first five years of life. The newborn baby is equipped with all that is necessary to satisfy his needs at this early stage in his life. As he grows and develops, his needs become greater and of greater complexity. The greatest and fastest growth is not necessarily the best one, as each child must develop in his own unique pattern. The most important adult in the baby's life is the mother or mother-substitute. He is psychologically involved with her. It is essential that the child develops adequately in all aspects of his development, although he may be more advanced in one aspect than another, but each aspect interacts with the others to give full all-round development. Deprivation in one may mean deprivation in all the others. As these adjustments stabilize, he becomes more ready for further advances, and in his physical movements, he develops usually in a regular pattern.

This chapter discusses the learning of new things that a child learns in his 1–3 years of life. By the separation from the mother through the weaning process, he is at the very beginning of the development of his independence as an individual. This is further developed by his efforts at standing and walking. As in all developmental stages, there are great individual differences in the ages at which the child learns to walk, and the mother must be ready to recognize the signs that show that the child has reached the optimum moment to attempt this new skill. If this optimum moment is missed, the child may be retarded and the learning process may be slower. With the widening of his experience through his independent moving, there comes a widening and enrichment of his relationships with other personalities in his environment. As in all aspects of development, there are also great differences in the times at which children begin to speak. As he becomes more adept in his use of language, at between two and three years of age, he will begin to accompany his actions with words. This is the time when the child takes great pleasure in picture books. By the time he is three years old, the child made tremendous steps forward in his intellectual development.

This chapter discusses the development of a child in the sequential steps from his 3–5 years of age. At 3 years of age, the child is physically at a transitional stage. Although he can walk and run and even skip, his coordination fails him at times and he falls over, and he has to start all over again. At two years of age, he still finds finer, more delicate movements that are not very easy. He is, however, attempting to use a brush and pencil in an adult way and no longer with the overhand grasp. He is also becoming more adept in washing hands and putting on clothes, though he still needs adult help. Between the ages of 3 and 4, he usually goes through a rather difficult time emotionally. He is expected to know what is good and what is naughty, and to behave accordingly. This often causes him great frustration, and feelings of guilt may arise.

This chapter discusses the importance of nursery school for a child. When the Free Kindergartens and Nursery Schools were set up, the aim was mainly to make up for the physical deprivation suffered by children from bad home situations. The early Nursery Schools concentrated on the physical side of development. They left the children outside in the open air as far as possible in all weathers. Most of these schools did a wonderful job of work on the social side, in any kind of building they could get hold of. An interesting departure from the accepted pattern of school attendance came from the introduction of part-time Nursery Schools by some Local Authorities. Under this plan, one group of children attends the school for about 3 h in the morning. Then there is a complete break for the staff of about an hour and a half, and then a different group of children come for about the same period of time in the afternoon. The structure of nursery schooling has been changing continuously and is becoming much better for the complete development of a child.