The general purpose of the occupational analysis is to provide workable, basic information dealing with the many and varied duties performed in the terminal materials handling occupation. The document opens with a brief introduction followed by a job description. The bulk of the document is presented in table form. Five duties are broken down into…

The general purpose of the occupational analysis is to provide workable, basic information dealing with the many and varied duties performed in the horticulture equipment and services occupation. The document opens with a brief introduction followed by a job description. The bulk of the document is presented in table form. Fourteen duties are…

The general purpose of the occupational analysis is to provide workable, basic information dealing with the many and varied duties performed in the waste water treatment mechanics occupation. The document opens with a brief introduction followed by a job description. The bulk of the document is presented in table form. Twelve duties are broken…

The general purpose of the occupational analysis is to provide workable, basic information dealing with the many and varied duties performed in the bank teller occupation. The document opens with a brief introduction followed by a job description. The bulk of the document is presented in table form. Ten duties are broken down into a number of…

The general purpose of the occupational analysis is to provide workable, basic information dealing with the many and varied duties performed in the catering occupation. The document opens with a brief introduction followed by a job description. The bulk of the document is presented in table form. Nine duties are broken down into a number of tasks…

It is posited that primary desired functions of an educational system are relevance, effectiveness, and efficiency, and that the objective of educational system design is state-of-the-art optimization of these functions. Based on this view, gross structures of the educational system and of associated educational architectural models addressing…

Over a four year period, the Continuation Education System Development Project will develop a practical instructional system capable of continuous identification and efficient response to the critical instructional needs of individual continuation high school students, or those who drop out or are pushed out, in La Puente, California. The first…

The effectiveness of acceleration training with children who were in a transition period was examined. Forty-eight kindergarten children were separated into four groups on the basis of their status (Preoperational vs. Transitional) and whether or not they received three sessions of inversion-negation training. The results of the immediate and…

Presented is a model, designed by the Wisconsin Department of Public Instruction, for development of an instructional program in basic living skills for trainable mentally retarded children (2- to 20-years-old). The model identifies the following instructional goals: to communicate ideas, to understand one's self and interact with others, to…

The use of videotape as an instructional tool in teacher education has proved to be of considerable value. (JD)

The authors discuss skills required by human resources development (HRD) professionals to act in the capacity of an in-house consultant. They provide a self-assessment tool to identify skills that must be acquired or sharpened. (Author/CH)

Ten head-injured adults were compared to normal adults on a narrative picture description task. Subjects were similar in amount of pertinent content expressed, narrative length, and rate of speech, but were significantly slower in rate of information imparted as they required lengthier and slower verbal outputs to convey essential information.…

The learning of a list of 20 Blissymbols and comparable American Sign Language signs by 121 nonhandicapped undergraduate psychology students was compared. Blissymbols were learned significantly faster than manual signs, particularly in early learning trials. Results are discussed in terms of the memory requirements of the two systems. (Author/JDD)

Notes that essay responses allow students to display the broadest range of cognitive skills. Considers ways of improving essay exams and claims that evaluating essay questions necessitates maintaining the author's anonymity, predetermining the method of awarding points, and scoring papers in a random order. (MM)

Identifies five obstacles to effective teaching of thinking skills, including lack of consensus among teachers, lack of knowledge among teachers, mistaking of skills testing for skills teaching, teaching of too many skills in too little time, and testing that inhibits students' thinking skills. (JW)