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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 is also included. (AG)

Twenty-three California school districts responded to a burglary and vandalism survey conducted by the Fresno Unified School District Burglary and Vandalism Prevention Project, which represents the first phase of a developing program to reduce vandalism occurrences and improve recovery of losses. This summary compiles survey data on 18,000 occurrences of damage or loss to buildings, glass, equipment, buses, and nonspecified areas amounting to $4,500,000 dollars. The total loss recovery by all techniques utilized in the 23 reporting districts amounted to $432,000, with an average recovery percentage of nine percent. Reported onsite anti-vandalism techniques include the use of fencing, floodlighting, lexan/plexiglass windows, protective screening, burglar alarm systems, security patrols, and guard dogs. Survey results also reflect administrative measures taken, such as community action committees, neighborhood school alert systems, publicity campaigns, telephone "hot lines," police cooperation, and court cooperation. However, from the evidence reported, it appears that no effective means of preventing burglary and vandalism occurrences has been developed, and several suggestions are made for improving preventative measures. (Author/JF)

A local evaluation report and an information packet describing activities developed under this mini-grant deal with a supplemental art curriculum on glass work. Over a four month period, a glass workshop was planned to emphasize the creative possibilities of glass and information packets were developed to train teachers to conduct classroom art projects using glass. The evaluation report presents statistical information, a project description, project activities, a narrative report and written evaluations. The information packet explains the use of the kiln in firing the glass and describes fifteen projects or techniques using glass or plexiglass. The materials needed, procedures, and suggested grade level are indicated for each technique. Some of the projects include glass collage; fusing glass into glass blanks; fracturing; frosting; glass staining; stained glasswindow; polymosaic tile; and broken glass mosaic. Evaluations of the project are favorable. Most participating teachers indicate plans to include glass in their future art programs. (Author/KSM)

Solar heat gains (radiation) and its effects on the building environment are discussed, in conjunction with the proper and improper use of large glass areas in the exterior walls of buildings in North America. The difficulties of solar heat gain and of controlling natural light and glare are outlined and said to influence building comfort and air conditioning needs. Glass types and methods of construction with glass material are analyzed with regard to construction costs. (TG)

Materials (piping and joints) for waste-piping systems are evaluated and a material or materials best qualified for above ground service in health research facilities are recommended. Evaluation is based on cost and performance because the potential value of any material depends on its ability to compete in both areas. In general, the following criteria are considered important to most health research facility applications--(1) corrosive resistance, (2) mechanical strength, (3) useful life, (4) cost, including material, installation, and maintenance, and (5) other considerations. Interpretation of this criteria depends somewhat on applications and individual circumstances; several examples are cited. (RH)

Factors concerning water distribution systems, including an evaluation of materials and a recommendation of materials best suited for service in typical facilities are discussed. Several installations are discussed in an effort to bring out typical features in selected applications. The following system types are included--(1) industrial applications, (2) pharmaceutical processing and research, (3) chemical, and (4) health research. Significant factors include water impurities, distilled water purity, materials and material costs, and system design and operation. (RH)

Design factors in the planning of research laboratories are described which include--(1) location, (2) future expansion, (3) internal flexibility, (4) provision of services, (5) laboratory furnishing, (6) internal traffic, (7) space requirements, and (8) building costs. A second part discusses air-conditioning and conditioned rooms--(1) air-conditioning for occupants, (2) air-conditioning for materials and operations, (3) effects of temperature change on relative humidity, (4) ventilation, air change, and air distribution, (5) costs of air-conditioning, (6) influence of glass areas, (7) winter relative humidities, and (8) planning implications. An annotated bibliography of 95 citations on laboratory design is included as an appendix. (RH)

Contents include--(1) sealing concrete joints, (2) sealing glass and metal joints, (3) metal and glass joint sealants from a fabricator's viewpoint, (4) a theory of adhesion for joint sealants, (5) geometry of simple joint seals under strain, (6) joint sealant specifications from a manufacturer's viewpoint, (7) joint sealant requirements from an applicator's viewpoint, (8) causes of joint sealant failures, (9) polysulfide joint sealants, (10) silicone joint sealants, (11) polyethylene sealing compounds, (12) polyurethane joint sealants, (13) butyl sealing compounds, and (14) epoxy joint sealants. A review of specifications for sealants, and a glossary of terms for adhesives, coatings, and sealants are also included. (RH)

This curriculum guide, designed as an aid in planning and developing a 2-year post-secondary curriculum in scientific glass technology, provides guidelines for the use of administrators, supervisors, and teachers. Developed by a regional group of faculty and staff at a technical institute, this suggested curriculum outline would also be applicable for a part-time program for employed adults. A program rationale, resource lists, and descriptions of laboratory experiments are included. General program development considerations are detailed, emphasizing the role of library facilities and the use of equipment characteristic of scientific glassblowing technology. Course descriptions for four semesters of 15 class hours and 15 lab hours each are presented, grouped into the following categories: (1) technical courses, (2) mathematics and science courses, (3) auxiliary or supporting technical courses, and (4) general courses. Based upon the experience of educators and industrialists with experience in scientific glassblowing technology, this guide should prove valuable for developing similar programs to meet local and national manpower needs in this field. (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)

In order to compile information to be used as a basis for developing a curriculum for teaching glass as an art material on the college level, glass experts, artists and centers in 12 nations were visited. It was clear that the US lags far behind other countries in teaching glass, in using it as a subject for art exhibitions and using it creatively in architecture, sculpture and painting. Not only is the neglect of this medium unfortunate because of artistic needs but also because there are few skilled American technicians to preserve or enhance this area of endeavor. Although glass is prized for the permanence of its color and transparency, there have been obstacles to its widespread use. These could be overcome and educational needs could be met if federal, foundation and industrial support could be made available for (1) the establishment of a free national glass experimental and informational center (2) the collection of teaching materials (3) teaching labs for glass artists and (4) international exhibitions on glass art. Federal aid should be channeled either through a new university or through universities in the Southwestern area to take advantage of existing native cottage-industry efforts. A model curriculum is presented, and a 5-year federally supported program is recommended (effective 1968) for a complete summer school of glass in Murano, Italy where artists, teachers and architects can be trained quickly and economically. (JS)

THE TECHNICAL INFORMATION IN THIS STUDY GUIDE WAS PLANNED AND WRITTEN UNDER THE DIRECTION OF THE STATE EDUCATIONAL COMMITTEE FOR THE GLAZING TRADE FOR USE AS RELATED CLASSROOM INSTRUCTION IN THE GLAZING APPRENTICE TRAINING PROGRAM. THE UNITS ARE (1) THE APPRENTICE GLAZIER AND HIS TRADE, (2) BASIC MATHEMATICS, (3) APPLIED MATHEMATICS, (4) BLUEPRINT READING AND SKETCHING, (5) TOOLS AND EQUIPMENT, (6) MATERIALS, (7) GLASS PROCESSING, (8) INSTALLATION, (9) SUSPENDED GLAZING, AND (10) SPECIAL JOBS. TOPIC ASSIGNMENTS WITHIN EACH UNIT HAVE AN INTRODUCTION OF BACKGROUND INFORMATION AND AN OUTLINE OF MAJOR POINTS IN QUESTION FORM, A SECTION OF RELATED INFORMATION, A STUDY ASSIGNMENT FROM SUPPLEMENTARY MATERIALS, A STUDY GUIDE OF EXERCISES TO BE COMPLETED, AND A CHECKUP TEST OF TRUE-FALSE QUESTIONS FOR STUDENT SELF-EVALUATION. A RECORD OF TOPICS COMPLETED MAY BE KEPT IN THE STUDY GUIDE INDEX. THE STUDY OF THIS 144-HOUR COURSE BY INDENTURED APPRENTICES ON A GROUP OR INDIVIDUAL BASIS IS TO BE DIRECTED BY A QUALIFIED JOURNEYMAN OF THE TRADE. THE TOPICS CONTAIN DETAIL CONSTRUCTION DRAWINGS AND PHOTOGRAPHIC AND LINE-DRAWING ILLUSTRATIONS. A GLOSSARY OF TERMS AND A LIST OF REQUIRED AND RECOMMENDED INSTRUCTIONAL MATERIALS SUCH AS REFERENCE BOOKS, CATALOGS, BROCHURES, AND INSTALLATION MANUALS ARE INCLUDED. TESTBOOKS AND FINAL EXAMINATIONS ARE AVAILABLE TO THE INSTRUCTOR. THIS DOCUMENT IS AVAILABLE FOR $3.00 FROM BUREAU OF INDUSTRIAL EDUCATION, CALIFORNIA STATE DEPARTMENT OF EDUCATION, 721 CAPITOL MALL, SACRAMENTO, CALIFORNIA 95814. (HC)

This manual of training guidelines describes the procedure for personnel intake and traces the training process which a worker must go through to become a glass craftsman. A number of charts present the skills and items of knowledge which the individual craftsman must master. Examples are included of theoretical and practical test items to certify the worker's skill in hand blowing of glass. Other skills discussed are those of hand presser, gatherer, marver, ladler, and taker-in. An appendix on personnel specifications describes personal characteristics, educational background, etc., which an individual should possess to be considered for training. (MF)

Technological development in the glass industry is constantly directed towards producing high quality glass at low operating costs. Particularly, changes have taken place in melting methods which mean that the modern furnace operator has greater responsibilities than any of his predecessors. The complexity of control systems, melting rates, tank capacities, and other technical factors demand that he be highly qualified. This manual of training guidelines was developed by a group of production managers, furnace engineers, and training specialists from the industry, in the belief that systematic training and development of furnace operators could make a significant contribution toward increased efficiency and productivity. Included as appendixes are a job description for the furnace operator, a job analysis with detailed breakdown of individual items, a personnel specification, and a list of suggested training aids and their sources. (Author/MF)

This manual of training guidelines describes the procedure for personnel intake and traces the training process which a worker must go through to become a craftsman making lampblown scientific glassware. The first section discusses the structure of the training program. Appendixes, which make up the bulk of the document, cover job description, job analysis, personnel specification (including recruitment and selection recommendations), suggested training stages, and examples of training aids and exercises. (MF)

A study examined efforts by the International Federation of Chemical and General Workers' Unions to coordinate multinational union action in the Western European flat glass industry with the conclusion that national unions can be expected to be better equipped than international unions to handle collective bargaining across national boundaries. (Editor/HD)

Reviews properties of ceramic silicates, compounds, and man-made silicon derivatives. (SL)

Suggestions on the preparation of various kinds of glass and a demonstration of burning magnesium and dry ice are presented. (CP)

Presents fundamentals of the glassy state which can serve as an introductory, phenomenological, and nonmathematical exposure to undergraduates in at most two lectures. Suggests the use of the material following students' acquisition of an elementary knowledge of thermodynamics, liquids, and the crystalline state. (CC)

THE PURPOSE OF THE RESEARCH IS TO CORRELATE A COLLECTED MASS OF INFORMATION RELATED TO THE ACCEPTED NEED TO ESTABLISH A CURRICULUM FOR TEACHING GLASS AS A FINE ART MATERIAL IN THE UNITED STATES. AN ARTIST OR AN ARCHITECT WHO WISHES TO LEARN THE POTENTIAL USE OF GLASS MUST GO TO EUROPE, AS NO COMPREHENSIVE TEACHING OF GLASS AS A FINE ART EXISTS ON THE AMERICAN TEACHING SCENE. INFORMATION WAS COLLECTED DURING VISITS TO EGYPT AND GREECE, AND TO LOCATIONS IN THE UNITED STATES, SUCH AS DOMINICK LABINO, THE TOLEDO ART MUSEUM, CORNING GLASS COMPANY, OHIO UNIVERSITY, BLENKO GLASS COMPANY, AND SMITHSONIAN INSTITUTION. INFORMATION FROM THE EGYPTIAN TRIP WAS PRESENTED TO ADVANCED STUDENTS AND FACULTY OF THE UNIVERSITY OF MIAMI IN JANUARY 1967. ACTIVITIES FOR THE NEXT REPORTING PERIOD WILL INCLUDE FINAL STUDY AND DISCUSSION TRIPS TO GLASS SCHOOLS, INDIVIDUALS, COLLECTIONS, AND ARCHITECTURAL INSTALLATIONS OF GLASS IN GERMANY, AUSTRIA, ITALY, FINLAND, SWEDEN, AND ENGLAND. A DEFINITE RECOMMENDATION WILL BE MADE IN THE FINAL REPORT THAT THE UNITED STATES TAKE STEPS TO SECURE LEADERSHIP IN THIS DIRECTION, AND THE STEPS TO DO THIS WILL BE SPELLED OUT CLEARLY. (MM)

Students in the Creative Crafts class at Franklin D. Roosevelt High School, Brooklyn, New York, learn the medieval Tiffany method of making stained-glass panels. (Author/RK)