Search

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample and a personnel evaluation form are also included. (AG)

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample is included. (AG)

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample is included. (AG)

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample and a personnel evaluation form are also included. (AG)

There is mounting evidence that the programs and services essential to provide adequately for the educational needs of the nation will necessitate a broader and more demanding education structure than ever before. Specialists in many educational areas were asked to identify the characteristics of educational structure in relation to the achievement of established goals that would be essential to provide necessary and desirable programs. After having assessed the available research, reviewed the literature, and secured the empirical judgment of knowledgeable leaders and administrators in their respective fields of specialization, these specialists submitted 54 position papers to the Great Plains School District Organization Project. Fifteen of these papers have been reproduced in this publication. It is hoped that these contributions will be used as starting points for further study, analysis, and utilization by those who seek to develop a system of school organization that will make possible comprehensive and equitable educational opportunities for all children, particularly those in the State of Nebraska. A related document is EA 022 608. (Author)

To provide a variety of projects for making things from paper, this curriculum guide suggests learning activities involving simple exploratory experiments with paper and paper boxes, more inventive experiences with articles designed from paper, and finally complicated projects designed by the students and executed from a wide range of paper materials. For each grade (K-6), sections are provided discussing (1) materials and equipment necessary, (2) organization and placement of materials, (3) guidance and motivation by the teacher, (4) children's activities, and (5) evaluations by the teacher and by the child. (JM)

There is ample evidence today that acidity resulting from manufacturing processes is the principal cause of paper deterioration. The significance of this discovery is that purchasers can avoid paper manufactured in such a way as to be auto-destructive. This investigation explores the collective use of color spot tests to distinguish stable from unstable book and record papers currently being manufactured in the United States. The value of this type of testing is derived from its ability to separate quickly good from poor quality paper from the standpoint of useful longevity. These test results are qualitative, not quantitative, in nature. Thus, for example, while the acidity spot test will indicate the presence of acidity, it will not determine the exact amount. The spot tests for groundwood, acidity, alum and rosin can be applied to papers quickly by anyone without special equipment or training, with due caution in regard to handling the chemicals and interpreting the results. These tests only require small areas of a paper sheet, thus eliminating damage to large quantities of paper. A summary of instructions for using these tests is given. (Author/RM)

OBJECTIVES OF THE STUDY WERE TO--(1) ASCERTAIN THE PRESENT STRENGTH OF BOOK PAPERS TYPICAL OF THOSE MANUFACTURED DURING THE 19TH CENTRUY AND NOW PART OF AMERICAN RESEARCH LIBRARY COLLECTIONS, (2) IDENTIFY CAUSES OF DETERIORATION, (3) PROPOSE A SIMPLE METHOD FOR IDENTIFYING VOLUMES NEEDING STABILIZATION, AND (4) RECOMMEND METHODS OF STABILIZATION. THE EXAMINATION OF 500 NON-FICTION BOOKS PUBLISHED FROM 1800-1899 REVEALED THAT THE MAJOR CAUSE OF THE DETERIORATION OF BOOK PAPER AFTER MID-19TH CENTURY IS THE ACIDITY OF ALUM-ROSIN SIZE, WHICH WAS USED INCREASINGLY TO SIZE BOTH WOOD PULP AND RAG FIBER PAPERS. ALTHOUGH WOOD PULP WAS REPLACING RAG FIBER AT THIS TIME AND IS POPULARLY THOUGHT TO BE THE MAIN REASON FOR LOSS OF BOOK PAPER STRENGTH, THE STUDY SHOWED THAT ALL-RAG PAPERS SUFFERED A SIMILAR DROP IN QUALITY. THE CHLOROPHENOL-RED SPOT TEST WAS FOUND TO BE RELIABLE FOR INDENTIFYING MOST OF THE BOOK PAPERS NEEDING STABILIZATION. THE STUDY ALSO FOUND THAT PRINTER'S INK DID NO VISIBLE DAMAGE TO THE PAPERS TESTED, ALTHOUGH IT CAUSED A LOSS OF 30 PERCENT IN FOLDING STRENGTH. METHODS RECOMMENDED FOR DELAYING OR PREVENTING DETERIORATION OF 19TH CENTURY BOOK PAPERS INVOLVE DE-ACIDIFICATION AND STORAGE AT LOWERED TEMPERATURES. APPENDED IS A LIST OF BOOKS TESTED, A TABULAR PRESENTATION OF TEST DATA, AND A BIBLIOGRAPHY OF 43 ITEMS. THIS STUDY WAS CONDUCTED UNDER A GRANT FROM THE COUNCIL ON LIBRARY RESOURCES AND IS ALSO AVAILABLE FROM THE W.J. BARROW RESEARCH LABORATORY, INC., 428 N. BLVD. P.O. BOX 7311, RICHMOND, VIRGINIA 23221, FREE OF CHARGE. (JB)

A study to determine the impact of adult basic education programs on the upward mobility of disadvantaged workers is presented. The paper industry was chosen for case analysis because of the nature of the upgrading problems, the vast adjustments required by the Civil Rights Act of 1964, and the fact that these ABE programs have been operational for several years. The programs studied were utilized by companies in an attempt to increase the potential for promotion of Negroes who were originally employed for unskilled jobs and consigned to permanent occupation of those jobs. The objective was to improve the educational qualifications of such employees so that they could handle jobs on progression lines or in maintenance. Results were: (1) The ABE programs promised more than they could deliver; and (2) The relation of training to promotion was neither brought out carefully beforehand nor demonstrated after the programs were in effect. The following points were also brought out: (1) Relatively few Negro disadvantaged workers completed the courses; (2) Those who completed the courses showed little improvement in arithmetic and virtually none in reading; (3) There was no relationship between the taking of courses, improvement in test scores, and job advancement; (4) The packaged courses disregarded the cultural characteristics of the trainees; (5) Programmed teaching methods were largely unsuccessful; and (6) The particular conditions and incentives were not such as to produce successful literacy training. (Author/CK)

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample and a personnel evaluation form are also included. (AG)

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample and a personnel evaluation form are also included. (AG)

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample is included. (AG)

The United States Training and Employment Service General Aptitude Test Battery (GATB), first publihed in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample and a personnel evaluation form are also included. (AG)

This survey describes 15 systems that provide feedback to students. Feedback is defined as information transfer from the instructional material to the student after a response is made by the student. The feedback is directed primarily to the student, but when a permanent record of the response occurs this information is also available to the instructor. Each system is reviewed with respect to 1) state of development, 2) production process, 3) reversibility or irreversibility, 4) cost of production, and 5) legal implications. The systems discussed are 1) mimeograph with water soluble dyes and water pens, 2) spirit duplication and chemical pens, 3) xerography with an erasable overlay, 4) letterpress with water soluble dyes and pens, 5) letter press using latent images and chemical pens, 6) letterpress with a scrapeable overlay, 7) letterpress with overprinting which is eliminated by a plastic reader, 8) letterpress or offset using electrically conductive inks and an electrically activated feedback, 9) letterpress or offset with a pressure-sensitive chemical feedback, 10) letterpress with latent images and overlay printing, 11) letterpress with erasable overlay, 12) letterpress or offset with magnetically activated feedback, 13) letterpress or offset with fluorescent activation of feedback, 14) letterpress or offset using absorbent white ink on white, and 15) letterpress with prepunched response forms. (MBM)

GENERAL GUIDELINES FOR THE TRAINING AND THE CERTIFICATION OF ELEMENTARY GUIDANCE WORKERS ARE DEVELOPED AFTER A DISCUSSION OF THE PHILOSOPHY AND GOALS OF ELEMENTARY COUNSELING. THE DEVELOPMENTAL APPROACH, WHICH REQUIRES EMPHASIS ON THE AFFECTIVE, COGNITIVE, SOCIAL, AND PHYSIOLOGICAL DOMAINS, IS STRESSED. THE INTERRELATIONSHIP OF THESE DOMAINS, THE SCOPE OF EACH, THEIR PROBLEMS, THEIR IMPACT UPON THE DEGREE OF LEARNING THAT TAKES PLACE IN THE ELEMENTARY SCHOOL SETTING, AND A SURVEY OF THE LITERATURE ABOUT THEM ARE PRESENTED. THE PROFESSIONAL RESPONSIBILITIES AND PROFESSIONAL COMPETENCIES OF THE ELEMENTARY COUNSELOR ARE DISCUSSED BEFORE A GENERAL PROGRAM AND CURRICULUM ARE OUTLINED. (PS)

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample and a personnel evaluation form are also included. (AG)

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample is also included. (AG)

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample and a personnel evaluation form are also included. (AG)

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample and a personnel evaluation form are also included. (AG)