Technical b r Report - International Military Testing Association

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Cost Factor Table 3 Sunmary of OJT ‘Costs Co&/Trainee Trainee Time . $ 579.38 Instructor Time 591.35 Delayed Entry 196.05 Records Mawgem? nt 137.70 Remedial Training 40.03 Equipment and Material 19.18 65 s1545.49
Tables 1 through 6 summarize the more obvious conclusions concerning the three survey approaches used. When sample size is no problem and irhen information specific to the skill groups is not nqeded, the survey approach used should be that of Table 6. When sample size is a problem, the ‘methodology of Table 5 would suffer from the same problem as that of Table 6, so that a form of the original survey approach appears more advantageous. Most limitations on sample size can be overcome hy extending the time span of the survey. / Selection of a survey approach thus involves trade-offs. The Phase I report of this contract recommends use of the general survey approach of Table 6 while retainins some of’the questions used in the original methodology. This synthesis of the survey approaches was used in Phase II of the contract and appears as Appcndis A of this gaper, 66 ;: : :-
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UNCLASSIFIED,‘UNLIMITEDw “‘$1
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:: FOREWORD The 15th Annual Confere
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JJ Hemisfair Room Ground Floor 0845
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1525 - 1515 1545 - 1600 1600 - 1630
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1330 - 1350 1350 - 1420 1420 - 1435
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1045 - 1100 1100 - 1130 1130 - 1145
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Il 0845 - 0900 0900 - 0920 0920 - 0
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1. II. III. IV. V. VI * VII. VIII:
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XXII. &tics 06 &?&I .:CAdcfl’dl A
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11 XLV. XLVI. XLVI I. XLVIII. XIX.
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!’ For these reasons, then, I wel
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effort, or some other factor, the f
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This means we have to CJoid arbitra
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44 Which means what, specifically?
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-\ * . . Ladies and gentlemen, if w
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. Participants: Synopsis MTA Sympos
Page 37 and 38: Both recruiters aid counselors lost
Page 39 and 40: .- -- . rests are timed. 1) e 8. Te
Page 41 and 42: 10. Research needs identified by hi
Page 43 and 44: DEXEtOPHEX~ OF THE ARNED SERVICES V
Page 45 and 46: I. ’ 2. 3. 4. 5. 6. 7. 8. 9 .I EX
Page 47 and 48: Characteristics of the Battery The
Page 49 and 50: magniture, with the perceptualmotor
Page 51 and 52: the time, the development of these
Page 53 and 54: ut rcoding comprehension item leads
Page 55 and 56: DLL p,m PH~OKITY 1 (DLISDA, p - 0 0
Page 57 and 58: Introduction * Enlisted Selection a
Page 59 and 60: u tive to engage in relevant activi
Page 61 and 62: operational use of the new ACB The
Page 63 and 64: The quality of new accessions in th
Page 65 and 66: Ii same job training, and therefore
Page 67 and 68: I:* . Test.' .'. Ce~wxal 'Ability T
Page 69 and 70: This is done by raring the speech o
Page 71 and 72: the areas of electronics, mintenanc
Page 73 and 74: A great amount of effort is being e
Page 75 and 76: ;Lv EXPERIMEXTAL, iWLTIMEDIr\ CAREE
Page 77 and 78: (3) \~olumc introductions, chapter
Page 79 and 80: *ro establish that the three groups
Page 81 and 82: Discussion In this study, 20th expe
Page 83 and 84: Optimal Utilization of On-the-Job-T
Page 85 and 86: in the instrument, but most of the
Page 87: Table 2 (Cont’d) ;I Week Producti
Page 91 and 92: Table 5 - - -Alternative Survey App
Page 93 and 94: . Phase II of the OJT costing contr
Page 95 and 96: still primitive, so measurements us
Page 97 and 98: Air Force Specialty CodelJ 551X6 57
Page 99 and 100: Table 19 F Ratios for Test Specialt
Page 101 and 102: _-. . . ._A .-. Table 9 summarizes
Page 103 and 104: Figure 3 shows how the other test s
Page 105 and 106: _ I I / REFERENCES f i i Dunham, Al
Page 107 and 108: FOR OFFICIAL USE ONLY OJT COST SURV
Page 109 and 110: . . . . . . *. ’ . -. . . *’ .
Page 111 and 112: Ji PART A 1. How many trainees do y
Page 113 and 114: Part A (cont’d) i / Q Number \Jl-
Page 115 and 116: SYMPOSILW TRi.“cLATION OF TRAININ
Page 117 and 118: This lra~s ;IS to our third set 01
Page 119 and 120: SYMPOSIUM I! "TRANSIXCION OF TRAINI
Page 121 and 122: When the report is subnitted, it is
Page 123 and 124: . additional Army effort to adapt i
Page 125 and 126: Perh3ps those of vou i:> trnining m
Page 127 and 128: - ..\ . . i I Co ny dismay I found
Page 129 and 130: You can see, the block to the right
Page 131 and 132: 108
Page 133 and 134: . i I / Without cross-validation or
Page 135 and 136: , , . ., \: ; -* All TRAB projects
Page 137 and 138: SYMPOSIUM $RANSLATIOII OF TRAINIXG
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Dr. Kerr's major poi::::: are that
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TEST FEEDBACK AND TRdlNINC 0EiJECT:
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areas in which changes can be made-
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All quizzes were given in well ligh
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ESULTS A Kruskal - Wallis one way a
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we know that it does enhance perfor
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Ii 1. 2. 3. 4. 5. 6. BIBLIOGRAPHY C
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-L - - t. -. .‘.. .) -- .’ -a-
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I Knew I edce of -31 Product i s i
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Clerical-technical Al I narsmeters
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I . 2. 3. 0. 1335 1943 1948 1963 9.
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ASSESSMENT SYSTEMS, I CCORPCSATE2
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ASI -1?34567E(3 ,’ . I 140 .- .:
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Ii interested in building personal
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II Enclosure (3.) to CO TRACRN Ltr
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Friday a. Educational opportunities
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partlcularl:I eco-centered ~Jals. U
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- not suggest t3 you ieasibic stud:
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. agree with his own brand of cUn.l
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'. "IMPLICATIONS OF CARREL INSTRUCT
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,.‘j :,;. ‘.: :. .:‘. ,_:1...
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1.’ .; :,: ‘. . :, .,.. >.:..;;
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(S) The carrying hooks... 25 (cj By
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:: . . i: ,:>::. . . / : ,. :... .
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Ji &“l.:~ : i ; r t .,... : : ..,
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: ._ EVALUATE Instructor evaluating
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_ 7.. ;,;,,-;;,T-. :,;,,-;;,T-. ..
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PROPICIE::CY KEXS:J.Scr*.-. """UT I
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generally t!lcse In which the teste
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REFERENCES 1. McClelland, D. C. "Te
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i ILS LANDING WC1 RiL”l 3 6 INITI
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TlIE PERSOXU'NEL ASD TRAA..T"IX:G E
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-_... ..-..-. “._..--_-- --_ . ..
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with a Course Achievement Test. Few
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Y PTEP ACCEPTAXE Uhan first introdu
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. i 2 " : these results could give
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PT&P has made a constructive contri
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0. i ., -, L- .- . * m i! . .‘.c
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and skill requirements for each tec
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numbers of sub-items under each ite
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t - . . *. . .: _. . 196
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. The System Achievement Test, beca
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c . Ccn1raI rcj: me (crs) LA- . Exm
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. . i f : . - ! .-----L - _ _ _ .-
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5. Query subsystem. The query subsy
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Looking to the future, we are worki
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I .._ Lilt group oi hip:i achlcvc;S
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variety of areas related directly 0
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tr**is avail,;h:tb for measuring rc
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WUork-up” (scoring, interpretat i
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, I I . . . -‘- .- -. 216 \
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%tLitlS:iCdll)’ significant Gilfc
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SUBORDINATE MTINGS: Iv’liP NOT? W
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Note: Lt is interesting to note tha
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TABLE III Representative Comment:;
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LCDR “I rton’t: t~~:l a .PO is
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9 5 18 Effective Naval Officer 106
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to you or other parsons in the bran
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Subordinate rating% of a sort, have
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Thc~ Kecslcr Study - Electronic Tec
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II. After approximately thr\bC _vca
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. ! . a Appendix A Sample 0: After
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Appendix C SXlp IC of Delayed Fit?
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1. GRADUATE’S JOI PROFICIEMCI: bd
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8. In your judgmentwMch of the foUm
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-- ----- - _--_- ..__ _____ Append
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I Observation: I c Appendix E ; 1 S
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performance testing dram in these t
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1: order drill is a good military e
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e found in the area of in:&personal
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in a similar vein, the Amy is now e
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For the evaluation of tht Fire Cont
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adopted for the evaluation. illis s
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_ AI’PFKDIX A ! EVALUATION CF STU
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Student’s same Class 41 7. 3 . 1.
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APPENDIX C SIXTH PERFOR~NCE EXAMINA
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1 LLI:70 ?lar!Iinic: curse I- . - -
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44 INTRODUCTION A new, more specifi
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The Enlisted Evaluation Center is t
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The mcijor iIrc3J arc wcightcd ncco
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- step 1 PERFORM JOB ANALYSIS Ident
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. . . ‘* , . . . . . .- . . *. .
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-. ..- - .~... _ . _ __, , . . ..-
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The Comprchcnsivc Occupational Data
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~hc evaluation plans only cover tho
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To appreciate the possible savings
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m. study of output measurement cond
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jobs. Table 8 defines officer duty
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. . It Kas not possible to dcscriI)
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RECOMMENDED APPROACHES AND Pl.ANS !
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‘. Nevertheless, there arc severa
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JJ intentions, a situation ripe for
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,, - Systems engineering documentat
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\ _ . ‘\ . , The test psychologis
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and his Harvard colleagues (4) in t
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i I / A comparison of experiences a
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.f . 8 .,d *. I .*. \ . ‘,’ *.,
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(SLIDE OFF) ‘f . .‘.J. Gomparis
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! _..“. , (Sl,IDE 11 ON) ’ _’
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means other than the objective type
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Relatively few, including those of
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psychologists who were unfam.iliar
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. Popham’s reason 8 (6e) is shown
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: ) ‘1‘. ‘. ,---. .’ \ : i
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In our experience. some instructors
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t . ’ -.* ., .! as punishment and
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- -.. . bEcause they attempted more
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3b. 3c. 1. 5. 6. Ga. 6b. (iC. 6d. G
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“V’ SYSTEAfS ENGINEERING PROCES
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. . . - ‘-..’ ‘. . . - - A ,
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, 336 , L 0 A u a > - a . . u a* =
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. S:,IDE 7
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-- ‘ . -. ..’ ._:._. . . _ . .
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342 . ,I i / .-. - . _ . 3LIUC 11
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344 U SL:IDE 13
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3 _ . _ , : . _‘, . . 346 SLIDE 1
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. . 348 / I 1
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REA SQW 80 -0 ” WtlILE LOOSE GENE
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.: _._’ _ . . . .:.-*..‘. . - -
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: ’ . . 1 t I ,! . f / \ . SLIDE
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. ‘. . . . I... _ . _ - 1 1 . -0
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, . : CRITERIOX REFERESCED PERFOftW
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fie first is that we start by defin
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In the design of our performance te
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now provide realistic cues which il
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test situation one time will not ne
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The experimental design plan called
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. The Combat Performance sub-portio
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that these are problems of techniqu
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A major corporation gives gold char
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exyar.8 t5is to excmi::e I-.cu her
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Ii A listing of al.1 hoxw addresses
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The dynamic at work in Factor III c
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detailed ar.d comprehensive analysi
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Although numerous compiaints were v
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The various group comparisons made
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REFERENCES Belt, John A., and Parro
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Factor I: Passive alienation/integr
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-. Factor V: Within subculture iden
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-I - -. . . . . . ‘. Variable Cum
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