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Simulation might be generally viewed as a form of controlled fantasy with a finite and functional purpose. Fantasy and imagination are universal features of human life, and have several constructive aspects, including the release of tension. The potential uses of simulation in research and Army training are many and diverse. The main advantages of using simulation techniques are lower cost, greater control and higher safety conditions. An effective simulation must place human participants in a realistic situation or operational environment where they can perform their actual duties. This behavior will be a function both of what they bring with them (skills, knowledge, abilities, motivation), and the contingencies established by the situation. By balancing the fidelity required to get the job done against the operating cost to achieve it, researchers and trainers can create settings which motivate participants and allow them to perform their tasks as they would in the real world.

The manual attempts to bring changes into the way in which manual communication is currently used by deaf adults or in some schools for the deaf, in order to bring manual communication into a closer parallel to the English language so that signs can be used to teach English to the language handicapped deaf person and particularly to adult rehabilitation clients. Commonly used signs are refined or new ones created. A prescriptive dictionary for improved manual communication, with drawings of signs, constitutes the major portion of the document. Two other chapters discuss increasing the compatibility between sign language and English, and techniques for using improved manual communication as a language training tool. (KW)

This catalog provides information on the 159 vocational/career education programs which have been funded by the 1968 Vocational Amendments and Wisconsin's 16 vocational technical and adult education districts to provide services to special needs students. The preface indicates that many innovative methods and techniques for training special needs students can be found in the various programs, which provide pre-vocational and supportive services for special needs students in addition to modifications in vocational curriculum areas. The intended audience is high school and vocational-technical adult education (VTAE) counselors and agencies, and persons who are working with special needs students. The table of contents provides a listing of the disadvantaged and handicapped occupational programs. Each program citation includes title, address, name, and phone number of an information contact and an administrative contact, type of handicapped students served, and a one- or two-sentence program description. The index provides a quick reference for the identification of programs by pre-vocational, supportive service, and curriculum areas. (HD)

FM 21-6 Techniques of Military Training 1967-01-20 "This manual, designed to assist Army instructors, presents specific methods and techniques of military instruction that will tend to insure successful teaching. All officers and noncommissioned officers must know how to teach. As specialists, they may have an excellent knowledge of some phase of the military profession; but, to teach others, they must also know the best methods and procedures for imparting their knowledge." Digitized by the Combined Arms Research Library Digital Library, US Army Combined Arms Center. http://cgsc.cdmhost.com/cdm/

During the summers of 1970 and 1971, the Human Resources Research Organization presented a special inservice training program to elementary teachers of the River Rouge, Michigan, School District. This report evaluates the effects of this training program and focuses on the determination of gains in student achievement that may be attributed to the program. The training program--a series of workshops plus immediate follow-on efforts--sought to increase achievement in students by changing instructional practices used by teachers. The workshops focused on the following educational practices: (1) development and use of instructional objectives; (2) implementation of concepts of learning modules and mastery tests; and (3) employment of contingency management techniques in the classroom. For grades 2-7, students of program teachers gained almost twice as much on a standardized achievement test as did students of non-program teachers; differences in mean gain scores in reading and mathematics were both highly significant. For grades K-1, students of program teachers tended to have higher gain scores than students taught by non-program teachers, but the differences were small. No single factor appears to account for the enhanced student gains produced by program teachers. They were apparently due to the integration of workshop training, trial implementation, classroom observation, availability of teacher aides, and frequent guidance and assistance provided to teachers. (Appendices include: teacher performance objectives; program coordinator performance objectives; inferred achievement test objectives with sample test items; teacher questionnaire; administrator questionnaire; and agreement between project teachers and program coordinator.) (MM)

In this study artificial neural networks and fuzzy logic are used to control the jumping behavior of a three-link uniped robot. The biped locomotion control problem is an increment of the uniped locomotion control. Study of legged locomotion dynamics indicates that a hierarchical controller is required to control the behavior of a legged robot. A structured control strategy is suggested which includes navigator, motion planner, biped coordinator and uniped controllers. A three-link uniped robot simulation is developed to be used as the plant. Neurocontrollers were trained both online and offline. In the case of on-line training, a reinforcement learning technique was used to train the neurocontroller to make the robot jump to a specified height. After several hundred iterations of training, the plant output achieved an accuracy of 7.4%. However, when jump distance and body angular momentum were also included in the control objectives, training time became impractically long. In the case of off-line training, a three-layered backpropagation (BP) network was first used with three inputs, three outputs and 15 to 40 hidden nodes. Pre-generated data were presented to the network with a learning rate as low as 0.003 in order to reach convergence. The low learning rate required for convergence resulted in a very slow training process which took weeks to learn 460 examples. After training, performance of the neurocontroller was rather poor. Consequently, the BP network was replaced by a Cerebeller Model Articulation Controller (CMAC) network. Subsequent experiments described in this document show that the CMAC network is more suitable to the solution of uniped locomotion control problems in terms of both learning efficiency and performance. A new approach is introduced in this report, viz., a self-organizing multiagent cerebeller model for fuzzy-neural control of uniped locomotion is suggested to improve training efficiency. This is currently being evaluated for a possible patent by NASA, Johnson Space Center. An alternative modular approach is also developed which uses separate controllers for each stage of the running stride. A self-organizing fuzzy-neural controller controls the height, distance and angular momentum of the stride. A CMAC-based controller controls the movement of the leg from the time the foot leaves the ground to the time of landing. Because the leg joints are controlled at each time step during flight, movement is smooth and obstacles can be avoided. Initial results indicate that this approach can yield fast, accurate results.

This book is designed to help Peace Corps volunteers continue to learn a language in the absence of a trained teacher. It consists of techniques intended to help volunteers build upon their daily contact with native informants. Seventeen techniques are presented, each consisting of a subject, objectives, technique, and procedures. The material draws upon several resource documents, three of which are included in appendices: (1) "A Guide for Language Study in the Field," by Arthur Levy; (2) "Monolingual Informant Techniques for Peace Corps Volunteers," by Judith Beinstein; and (3) Language Learning in the Field - A Policy Statement for Senegal PCVS," by Gary Engelberg. (AM)

The long-term goals are to develop and improve glider-based and autonomous-platform-based marine mammal monitoring for Navy environmental compliance, as well as for basic scientific studies of marine mammals. Autonomous glider-based passive acoustic monitoring of marine mammal presence is particularly needed within the southern California offshore region, a site of significant naval training. We aim to create operational glider-based marine mammal detection, classification, and localization systems to provide timely information on marine mammal presence to support Navy mitigation efforts in the southern California region. An important aspect to achieving these goals is quantitative evaluation of the monitoring capabilities of passive acoustic systems, and separation of calling behavior from the effects of the environment.

The purpose of the study reported in this paper was to identify support systems for supervisors of people with moderate special needs (MSN) in training internships and employment situations. A questionnaire was mailed to 105 cooperating practitioners who had served in previous years as on-site supervisors (ONS) for students in a job training/placement program; of these, 66 useable replies were received for a response rate of 68%. Interviews were also conducted with 27 former ONS and other employers and personnel managers in business and industry. Findings indicated that benefits of such employment programs to employers, MSN employees, and the community are many. However, performance expectations often exceed MSN employee ability, which tends to contribute to difficulties in psychosocial and emotional adjustment of the NSM employee. Training supervisors who can provide specific information and supervisory techniques for working with MSN employees and the availability of such supervisors for ongoing consultation were seen as major sources of support for ONS staff. Appendices include copies of questionnaires and interview forms, lists of interviewees, 12 references, and a bibliography. (PB)

This study aims to evaluate and investigate the influence of teaching techniques on the performance of English as Foreign Language (EFL) teachers by evaluating the techniques' effectiveness and actual implementation, as well as to examine the role of teachers in influencing the effectiveness of in-service training courses. A total of 798 questionnaires have been distributed to teacher-respondents. Qualitative and quantitative approaches have been adapted to aid in the evaluation. The findings of the study, taking into account the teaching techniques' effectiveness in the in-service training courses and their impact on EFL teachers' performance, have revealed that EFL teachers' in-service training courses did not emphasize good and effective teaching technique.

This study investigated the differential effects of various training techniques on the counselor effectiveness of beginning practicum students. It was hypothesized that there would be significant differences between the subjects pre- and post-test scores on both the Affective Sensitivity Scale (ASS) and on the Counselor Verbal Response Scale (CVRS) as a function of the type of training employed. Subjects were 12 students who were divided into three groups: (1) treatment group 1 (E1), (2) treatment group 2 (E2), (3) active control group (C-1). Training techniques used were: (1) individual supervision, (2) didactic group supervision, (3) process group supervision, and (4) stimulus films. Results show that: (1) group E1, which was the only group exposed to the films, showed a significant pre-post change; (2) group E2 showed the next greatest change, perhaps due to group process supervision which was present in groups E1 and E2, but not in group C-1. (Author/KJ)

The study compared the effect of two training methods on pre- and post-student teachers' use of pedagogical moves in teaching. One treatment group classified moves from two videotaped lessons while the other group classified moves from the typewritten transcripts of the videotaped lessons. The frequency of moves used by the student teachers was determined from classroom observation analysis of two microlessons--one prior to treatment on parallelograms; one after treatment on rhombus. The findings indicated significant increase in the mean number of total moves and concept specific moves for all subjects between microlessons. Post-student teachers showed significant mean increase in the number of total moves but the pre-student teachers did not. There were no significant differences found between treatment groups. (JG)

The study compared the effect of two training methods on pre- and post-student teachers' use of pedagogical moves in teaching. One treatment group classified moves from two videotaped lessons while the other group classified moves from the typewritten transcripts of the videotaped lessons. The frequency of moves used by the student teachers was determined from classroom observation analysis of two microlessons--one prior to treatment on parallelograms; one after treatment on rhombus. The findings indicated significant increase in the mean number of total moves and concept specific moves for all subjects between microlessons. Post-student teachers showed significant mean increase in the number of total moves but the pre-student teachers did not. There were no significant differences found between treatment groups. (JG)

This dissertation reviews the literature on creative behavior and reports a study exploring the operational approach to creativity. One hundred and nineteen 6th-grade students were assigned randomly to 6 treatment levels. The Ss in 4 levels read booklets which described principles of creative thinking techniques, and which presented examples and exercises. One group read a control booklet, while another read no booklet. All Ss then completed 3 creativity tests and an attitude inventory. Hypotheses predicted differences among treatment levels as a function of the playfulness or organizational emphasis of the various techniques. The more playful techniques (e.g., Personal Analogy) were expected to produce higher scores on measures of Flexibility, Originality, and Best Ideas. The more organized techniques (e.g., Part Changing) were expected to produce higher scores on Fluency. No treatment differences were found, however, for any of the dependent measures, nor were there differences in the Treatment x Sex or Treatment x School interactions. Covariate (IQ & Language scores) adjustments increased some treatment effects while decreasing their relatively large standard errors. (Author)

At the Utah State Prison philosophy and purpose have changed from incarceration and punishment to education and rehabilitation. Where funds and personnel are available, inmates have opportunity for therapy, counseling, schooling, vocational training, and work release employment. Twenty-two rehabilitation factors have been identified and described. Leading the list in importance to both prison staff and inmates are Secondary Education, Vocational Training, Elementary and Basic Education, and On-the-job Training. Analysis of opinions of 170 persons at the prison, 68 staff members (32 percent of all staff members) and 102 inmates (sixteen percent of all inmates), reveals a more than incidental positive agreement on rehabilitation factors. However, staff gave counseling and therapy a high place while inmates placed education and training first; this disparity came from the practical problem of lack of staff to provide adequate participation in these activities. The public speaking program had strong endorsement from those who participated in it and from the prison staff. In 1967-68 twelve and half percent of the inmate population enrolled in education classes and fourteen percent in vocational or on-the-job training. (Author/MS)

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This document provides summaries of the conference organization, opening speeches, election of the chairperson, 4 presented papers and 11 contributions, conclusions, and recommendations. The following papers are presented in full in the appendix: (1) "Design and Production of Educational Materials for the Modernization of Teacher Training in the Szombathely Teacher Training College" by Sandor Orosz; (2) "Notes on Educational Technology and the Use of Videotechniques in Teacher Education in Sweden" by Christer Brusling; (3) "The Use of Educational Television in Teacher Training in the European Socialist Countries through the Example of the German Democratic Republic" by Hans-Georg Heun; and (4) "Main Trends in Educational Technology and the Use of Video Technique in the West European Countries" by Walther Zifreund. Additional contributions (also appended) examine the following topics: television notes in educational science; the electronic classroom of the Maribor Pedagogical Academy; analysis of critical incidents in teaching; use of audiovisual techniques and educational technology in the classroom and in teacher training; unification of methods and educational technology for teacher training and inservice training with video techniques and computer systems; developing pedagogical abilities using video at the Szombathely teacher training college; the instructor experimental program for developing pedagogical abilities with video in vocational training; using the videorecorder in teaching didactics; use of videorecordings in higher education and teacher training in East Germany; and use of technology in the training of future teachers. (LMM)

This document provides summaries of the conference organization, opening speeches, election of the chairperson, 4 presented papers and 11 contributions, conclusions, and recommendations. The following papers are presented in full in the appendix: (1) "Design and Production of Educational Materials for the Modernization of Teacher Training in the Szombathely Teacher Training College" by Sandor Orosz; (2) "Notes on Educational Technology and the Use of Videotechniques in Teacher Education in Sweden" by Christer Brusling; (3) "The Use of Educational Television in Teacher Training in the European Socialist Countries through the Example of the German Democratic Republic" by Hans-Georg Heun; and (4) "Main Trends in Educational Technology and the Use of Video Technique in the West European Countries" by Walther Zifreund. Additional contributions (also appended) examine the following topics: television notes in educational science; the electronic classroom of the Maribor Pedagogical Academy; analysis of critical incidents in teaching; use of audiovisual techniques and educational technology in the classroom and in teacher training; unification of methods and educational technology for teacher training and inservice training with video techniques and computer systems; developing pedagogical abilities using video at the Szombathely teacher training college; the instructor experimental program for developing pedagogical abilities with video in vocational training; using the videorecorder in teaching didactics; use of videorecordings in higher education and teacher training in East Germany; and use of technology in the training of future teachers. (LMM)

The report describes the activities and accomplishments of Work Unit ATC-PERFORM in a three-year effort to assist the Army in the review, evaluation, and refinement of performance-based training in Army Training Centers. ATC- PERFORM continued and extended the Army's first effort to effect major training innovations in its conversion to an all-volunteer status. Under ATC-PERFORM, HumRRO staff members working in close coordination with Army representatives of the appropriate proponent schools and training centers, undertook subefforts in (1) Basic Training (Basic Combat Training for Men, Basic Training for Women, and BCT skill retention), (2) Advanced Individual Training, Combat (Infantry, Armor, Field Artillery, and Air Defense Artillery), (3) Advanced Individual Training, Combat Support (Signal, Transportation, Ordnance, Clerical, Quartermaster, and Military Police), (4) self-pacing of instruction in supply and heavy equipment courses, (5) NCO leadership and instructor training courses, and (6) training for Reserve Components.

This manual is designed to assist Army instructors in teaching efficiently. All officers and noncommissioned officers must know how to teach. As specialists, they may have an excellent knowledge of some phase of the military profession; but in order to teach others, they also must know the best methods and procedures for imparting, their knowledge. This manual presents specific methods and techniques of military instruction which will tend to insure successful teaching. 186 pg.

The difficult job market for PhD's during the current period of retrenchment on campuses and the need for job search skills for the jobs in the nonacademic sector are addressed. It is suggested that colleges and universities should adapt a version of the Deeper Investigation of Growth (DIG) techniques pioneered by Richard Gummere at Columbia University to aid in the placement of PhD's. The training consists of two parts: the analysis of transferable skills necessary to write a functional, skills-oriented resume, and instruction in indirect job searching. In searching back over the experiences gained, the job searcher will find that certain skills stand out, and these skills will help identify values and the appropriate career direction to be pursued. The functional resume is composed of an objective, a brief summary of qualifications necessary for the objective, and a summary of related experiences in graduate work or elsewhere. Educational background and work experience information are listed at the very end. The purpose of indirect job searching is to insert oneself into the network through which unadvertised positions are filled. The applicant asks friends and contacts for the names of people working in positions of importance to whom they can seek advice about the opportunities in their field, the nature of the work, and further contacts that may be helpful. Reference is made to the advice given by the popular guide for job searchers entitled "What Color Is Your Parachute?" (SW)

Written as an aid for writers of Army narrative training literature, this guidebook emphasizes performance-oriented writing (preparation of literature intended to help someone learn and perform job related tasks). The eight chapters contain extensive examples and illustrations. An introductory chapter discusses why and how the guidebook was developed, what it does, and how to use it. Chapter 2 treats the difference between topic-oriented and performance-oriented writing and gives a number of examples of both. Chapter 3 deals with preparing to write performance-oriented training literature and includes sections on determining who the primary user of the materials is and how to select and organize content. Chapter 4 concentrates on estimating the primary user's reading level and estimating the reading gap between the writer and the reader. The chapter also includes a section on what makes writing difficult to read. Chapter 5 includes examples of materials that have been revised, with the "before" on the left hand page and the "after" on the right hand page for comparison. Chapter 6 discusses why, when, and how illustrations should be used and gives "before" and "after" examples. Chapter 7 discusses information retrieval aids for the user and gives examples. Chapter 8 provides a "sampler" of several effective methods of presenting information. The three appendixes include a readability formula and lists of reference materials for the technical writer. (LMS)

Written as an aid for writers of Army narrative training literature, this guidebook emphasizes performance-oriented writing (preparation of literature intended to help someone learn and perform job related tasks). The eight chapters contain extensive examples and illustrations. An introductory chapter discusses why and how the guidebook was developed, what it does, and how to use it. Chapter 2 treats the difference between topic-oriented and performance-oriented writing and gives a number of examples of both. Chapter 3 deals with preparing to write performance-oriented training literature and includes sections on determining who the primary user of the materials is and how to select and organize content. Chapter 4 concentrates on estimating the primary user's reading level and estimating the reading gap between the writer and the reader. The chapter also includes a section on what makes writing difficult to read. Chapter 5 includes examples of materials that have been revised, with the "before" on the left hand page and the "after" on the right hand page for comparison. Chapter 6 discusses why, when, and how illustrations should be used and gives "before" and "after" examples. Chapter 7 discusses information retrieval aids for the user and gives examples. Chapter 8 provides a "sampler" of several effective methods of presenting information. The three appendixes include a readability formula and lists of reference materials for the technical writer. (LMS)

The authors were asked to provide in-service training for teachers in an elementary school on an experimental basis. This was the first time the district has offered such training in a single school for faculty of that school. Twenty-two of the twenty-seven teachers at the 800 pupil elementary school in Spring Valley, New York were enrolled in an in-service training course entitled "Behavior Modification Procedures for the Elementary School Teacher." Among the pinpointed behaviors chosen by the teachers to work on were: hitting; out of seat; following instructions; starting and completing class assignments; completing homework; talking spontaneously; accuracy in arithmetic; thumbsucking; group talkout; spelling accuracy; reading speed and comprehension; and wearing glasses. By the third training session most teachers had successfully changed a behavior in the desired direction. Following nine hours of training in behavioral psychology the entire faculty of the elementary school were applying operant techniques with no further apparent need of consultation with the instructors. (Author)

The objective of this project was to develop and evaluate simulation techniques for training small unit leaders which would provide maximum tactical decision-making training while minimizing the unnecessary, and often wasteful, participation of lower level troops. The fundamental approach of this research effort has been to take some of the basic instructional principles underlying engagement simulation and to develop abstractions of field exercises for leader training. (Author)

After much trial and error, the Agricultural Technical Institute of the Ohio State University (ATI/OSO) discovered that training of writing lab tutors can best be done through collaboration of the Writing Lab Coordinator with the "Development of Tutor Effectiveness" course offered at the institute. The ATI/OSO main computer lab and secondary lab are equipped with IBM-compatible computers and staffed by peer tutors. Students as well as tutors come to the lab because it is a community of writers. Students who desire to become a tutor must successfully complete the three-credit-hour course. Students enrolled in the course: (1) develop an awareness and understanding of themselves and their behavior in relation to the students they tutor; (2) gain an awareness of the issues and concerns faced by adult learners; and (3) develop the interpersonal and communication skills needed to effectively relate to their peers in a tutoring capacity. Ongoing communication is essential between the lab coordinator, the tutoring course instructor, and the tutors. Combining the strengths of a well coordinated writing lab with the strengths of an effective tutoring course has provided ATI/OSO a workable solution to the problem of tutor training. (Contains 10 references.) (RS)

Teachers must explore teacher training ideas to effectively educate students who come from diverse backgrounds and abilities. Read 10 essential needs for professional teacher training. More Read: online teacher training

Although Army Regulations provide specific guidelines and procedures for the prevention of crisis management, many Army commanders are managing training with crisis management methods that prevent the accomplishment of assigned missions in optimal fashion. Concepts of Army Management Design, Ambiguity and Time Management relating to crisis management are key issues for consideration in the development of this investigation. These concepts are the central theme in the identification of crisis and optimum-oriented units for further study and determination of mission success rates. The research design allowed the analysis of the differences in mission success rates of crisis- training-management units and optimum-training-management units. The units that perceived themselves as crisis-management-oriented had lower annual Army evaluation mean scores than did those units that perceived themselves to be optimum-management-oriented. The study indicates the possibility of continuing problems in the areas of time management contributing to crisis management. It is recommended that further studies be conducted to further refine the predictive potential of the developed instrument and to better identify reasons for units perceptions of unit crisis or optimum-management-orientation.

Although Army Regulations provide specific guidelines and procedures for the prevention of crisis management, many Army commanders are managing training with crisis management methods that prevent the accomplishment of assigned missions in optimal fashion. Concepts of Army Management Design, Ambiguity and Time Management relating to crisis management are key issues for consideration in the development of this investigation. These concepts are the central theme in the identification of crisis and optimum-oriented units for further study and determination of mission success rates. The research design allowed the analysis of the differences in mission success rates of crisis- training-management units and optimum-training-management units. The units that perceived themselves as crisis-management-oriented had lower annual Army evaluation mean scores than did those units that perceived themselves to be optimum-management-oriented. The study indicates the possibility of continuing problems in the areas of time management contributing to crisis management. It is recommended that further studies be conducted to further refine the predictive potential of the developed instrument and to better identify reasons for units perceptions of unit crisis or optimum-management-orientation.

Although Army Regulations provide specific guidelines and procedures for the prevention of crisis management, many Army commanders are managing training with crisis management methods that prevent the accomplishment of assigned missions in optimal fashion. Concepts of Army Management Design, Ambiguity and Time Management relating to crisis management are key issues for consideration in the development of this investigation. These concepts are the central theme in the identification of crisis and optimum-oriented units for further study and determination of mission success rates. The research design allowed the analysis of the differences in mission success rates of crisis- training-management units and optimum-training-management units. The units that perceived themselves as crisis-management-oriented had lower annual Army evaluation mean scores than did those units that perceived themselves to be optimum-management-oriented. The study indicates the possibility of continuing problems in the areas of time management contributing to crisis management. It is recommended that further studies be conducted to further refine the predictive potential of the developed instrument and to better identify reasons for units perceptions of unit crisis or optimum-management-orientation.

Although Army Regulations provide specific guidelines and procedures for the prevention of crisis management, many Army commanders are managing training with crisis management methods that prevent the accomplishment of assigned missions in optimal fashion. Concepts of Army Management Design, Ambiguity and Time Management relating to crisis management are key issues for consideration in the development of this investigation. These concepts are the central theme in the identification of crisis and optimum-oriented units for further study and determination of mission success rates. The research design allowed the analysis of the differences in mission success rates of crisis- training-management units and optimum-training-management units. The units that perceived themselves as crisis-management-oriented had lower annual Army evaluation mean scores than did those units that perceived themselves to be optimum-management-oriented. The study indicates the possibility of continuing problems in the areas of time management contributing to crisis management. It is recommended that further studies be conducted to further refine the predictive potential of the developed instrument and to better identify reasons for units perceptions of unit crisis or optimum-management-orientation.

- Approved-For Rele.e 2000/08/27 : CIA-RDP78-0091000500010004-1 23 January 1956 TO: 25X1A8a FROM: 25X1A9a SUBJECT: Transmittal of "Chinese Communist Party Training and Indoctrination Techniques." 1. Regarding the question of whether this paper is up to "CI standards". It is essentially a collection of factual data, over half of which already is in public domain. As such there is much meat in them (though some examples of party practice dated 25X1X71951-1952), but it is not really original research or creative interpretation. Nevertheless case officers need the material as do the because of the paucity of factual data on unicom practice - a model for the "colonial and semi- colonial areas". For that reason, I feel strongly that the mate- rial should be disseminated as broadly as possible. 2. Have set it up aspart of CPPP and for sanitized version. However, feel a point when a ca s~ __Offic r v ouldN__ uestion_"GIstandards" is when he -sees a SECRET/NOFORN/CONTINUED CONTROL stamp all over reprints from two published books. Would not best way be to pre- pare only a sanitized version, as originally contemplated, and trans- mit with a classified transmittal letter addressed to case officers along lines of introduction to CPPP version here appended? We have authorization to use the -material (adapted for this study) in 25X1X1 unclassified form. 25X1A9a CI/ICD/ (23 January PM Distribution Orig. & 1-Addressee 25X1A9a M a Approved For Release 2000/08 -RDP78-00915R000500010004-1

- Approved-For Rele.e 2000/08/27 : CIA-RDP78-0091000500010004-1 23 January 1956 TO: 25X1A8a FROM: 25X1A9a SUBJECT: Transmittal of "Chinese Communist Party Training and Indoctrination Techniques." 1. Regarding the question of whether this paper is up to "CI standards". It is essentially a collection of factual data, over half of which already is in public domain. As such there is much meat in them (though some examples of party practice dated 25X1X71951-1952), but it is not really original research or creative interpretation. Nevertheless case officers need the material as do the because of the paucity of factual data on unicom practice - a model for the "colonial and semi- colonial areas". For that reason, I feel strongly that the mate- rial should be disseminated as broadly as possible. 2. Have set it up aspart of CPPP and for sanitized version. However, feel a point when a ca s~ __Offic r v ouldN__ uestion_"GIstandards" is when he -sees a SECRET/NOFORN/CONTINUED CONTROL stamp all over reprints from two published books. Would not best way be to pre- pare only a sanitized version, as originally contemplated, and trans- mit with a classified transmittal letter addressed to case officers along lines of introduction to CPPP version here appended? We have authorization to use the -material (adapted for this study) in 25X1X1 unclassified form. 25X1A9a CI/ICD/ (23 January PM Distribution Orig. & 1-Addressee 25X1A9a M a Approved For Release 2000/08 -RDP78-00915R000500010004-1

This is a study of the effect of stress management techniques on police students’ perceived stress and performance during training. The study consists of an experiment with two simulated scenarios with different kinds or degrees of stress. During a training scenario in a simulator, performance is measured by evaluating police students’ knowledge of the Norwegian firearms instructions, weapon and communication skills. After the training scenario, participants will answer a survey about how they perceived their level of stress during the scenario.

This is a study of the effect of stress management techniques on police students’ perceived stress and performance during training. The study consists of an experiment with two simulated scenarios with different kinds or degrees of stress. During a training scenario in a simulator, performance is measured by evaluating police students’ knowledge of the Norwegian firearms instructions, weapon and communication skills. After the training scenario, participants will answer a survey about how they perceived their level of stress during the scenario.

This bibliography lists technical reports, technical notes, contractor reports, memorandum reports, and journal articles prepared by the Behavioral Sciences Laboratory and its contractors from 1945 through 1961. The Behavioral Sciences Laboratory conducts research and development in the fields of human engineering, training, psychophysiology, physical anthropology, and simulation techniques. The Human Engineering Branch executes research and development on human performance capabilities and limitations as they relate to operation and maintenance of aircraft, missile, and manned space vehicle systems. The Training Research Branch accomplishes research and technical development in the areas of training techniques, psychological and engineering aspects of training equipment, personnel requirements of new weapon systems, and the effects of environmental stress on human performance.

This research provided an initial assessment of the impact on performance outcomes of providing additional time for Basic Rifle marksmanship (BRM) training in Basic Combat Training (BCT) and of integrating Asymmetric Warfare Group (AWG) and Combat Application Training Course (CAT-C) training techniques within two BCT Companies. The report provides a snapshot of how Soldiers retained marksmanship skills in association with the integration of AWG training techniques in BRM and the addition of one week to the BCT schedule. Results indicated that the new training techniques and additional training time did not significantly impact performance outcomes or BRM skill retention when compared to BRM performance of Soldiers trained using legacy techniques and less training time during BCT. Although sample and methodological considerations limit the generalizability of this research, it provides some essential insights into the initial integration of CAT-C/AWG training strategies and techniques within BCT at Fort Jackson.

Research was undertaken to develop an experimental computer-based training system and to conduct a number of experiments in dynamic skill training using the system. (Training for such tasks is distinguished from the teaching of fact systems, the training domain most heavily studied in CAI applications.) Based on the hypothesis that the attentional demands of dynamic skill simulation training require that special instructional techniques be used for training to be effective, several dynamic skill tasks were studied, and a laboratory analog to the Air Intercept Controller task was developed for experimental use. One set of experiments tested different approaches to giving the student information about performance during training, while a second set of experiments focused on the problems and potentials of the use of voice input and voice output technologies in computer-based training. The results showed that intrusive instruction is less effective for such simulation training than is non-intrusive instruction, and that current low-cost technologies for voice input/output are aproaching the acceptability threshold for this type of application. Eight references are listed. (Author/LMM)

A study investigated the effect of two staff development models--role playing and open instruction--upon teachers' self-awareness and attitudes toward inservice education. In a 2x2x2 design for analysis of variance, 27 composition teachers were randomly assigned, stratified by years of experience, to two parallel but contrasting summer workshops. In assessing self-awareness, teachers rated themselves on 18 variables of group interaction. These self ratings were then correlated with those of the course instructor and a randomly selected anonymous peer, and the mean ratings of the peer evaluation. A 33-item, three scale program evaluation was administered to assess attitudes toward inservice manner or presentation, usefulness to teaching, and usefulness to consulting. Among the findings were the following: (1) role playing as a technique for training agents of change appeared to be more effective than the open instruction method, except that it may have caused participants and instructors to have similar perceptions of group process; (2) more experienced teachers tended to benefit more from inservice education than did teachers with less experience; (3) teachers of low writing apprehension tended to benefit more from inservice education than did teachers of high apprehension; and (4) teachers with an internal locus of control appeared to benefit more from inservice education than did teachers with an external sense of control. (Author/HOD)

Training materials are beginning to be developed, packaged and (sometimes) evaluated for use by behavioral professionals to train nonprofessionals teaching and care-giving skills; however, economic factors in many programs require that non-professional staff be trained by their non-professional predecessors. To evaluate the function of training material built into an infant day care system, an experimental design was developed to efficiently analyze the transmission of skills from one worker to the next across several "generations" of workers. When staff members were simply instructed to train their replacement "until they knew their job," each successive generation of worker was markedly less accurate than the last; however, when explicit training materials were available to the staff members, high accuracy was consistently maintained across successive generations of workers. This "generation design" requires only as few as eight subjects for an experimental demonstration of the adequacy of the training materials for transmitting skills across successive generations of staff. (Author)

A study evaluated the comparative training effectiveness of three language instruction methods: (1) suggestopedia, (2) the standard methodology used at the Defense Language Institute Foreign Language Center, a functional skill-building approach, and (3) a flexible-scheduling version of the standard methodology, with pacing based on group readiness. The subjects were junior enlisted Army and Navy personnel in a Russian basic course. Results indicate that the suggestopedia approach neither accelerated learning nor resulted in more positive overall attitudes in students when compared with either the standard or flexibly scheduled groups. However, the flexible-scheduling method did save one week's instructional time. (Author/MSE)

To determine the dimensions of an effective program for disadvantaged students in a post-secondary metals-related program, students, graduates, and recent dropouts of the metal programs in four selected vocational-technical schools were surveyed along with school directors, trade and industrial coordinators, metals teachers, and guidance personnel. Analysis of data from the interview questionnaires resulted in these conclusions: (1) The characteristics of a good program identified through this study can be useful to educators who are working with the disadvantaged, (2) Vocational-technical schools that work with disadvantaged students must be careful that their programs do not become too academic, and (3) The value of vocational training, judged by the disadvantaged students and dropouts, is generally found to be quite high. The major development resulting from the study is a guide for reviewing post-secondary vocational programs that serve disadvantaged students. The guide, which is appended, contains sections dealing with such aspects as recruiting students, counseling, program orientation, instruction, student activities, and placement. (SB)

THIS REPORT DISCUSSES THE RESULTS OF A TWO-YEAR DEMONSTRATION PROJECT IN WHICH SCHOOL AGE CHILDREN WITH FUNCTIONAL ARTICULATION DISORDERS ROUTINELY RECEIVED AUDITORY DISCRIMINATION TRAINING BY PROGRAMED INSTRUCTION IN AN ACTUAL CLINICAL SETTING. AUDITORY DISCRIMINATION PROGRAMS FOR THE TEN MOST FREQUENTLY MISARTICULATED ENGLISH CONSONANTS WERE WRITTEN, EVALUATED AND USED WITH THE APPROPRIATE PORTION OF THE CLINIC POPULATION. PRE- AND POST-PROGRAM TEST SCORES ON MEASURES OF ARTICULATION, GENERAL AUDITORY DISCRIMINATION, AND DISCRIMINATION OF THE SOUNDS RELATED TO PROGRAM CONTENT WERE GATHERED. THIS REPORT DESCRIBES THE PROGRAMS, THE INSTRUMENTATION DEVELOPED FOR ENTIRELY AUTOMATED PROGRAM PRESENTATION, AND CHANGES IN POST-PROGRAM TEST SCORES. THE EFFECTS OF ROUTINE USE OF PROGRAMED INSTRUCTION WITHIN A MORE CONVENTIONAL CLINICAL SETTING IS ALSO CONSIDERED. (AUTHOR)

THIS REPORT DISCUSSES THE RESULTS OF A TWO-YEAR DEMONSTRATION PROJECT IN WHICH SCHOOL AGE CHILDREN WITH FUNCTIONAL ARTICULATION DISORDERS ROUTINELY RECEIVED AUDITORY DISCRIMINATION TRAINING BY PROGRAMED INSTRUCTION IN AN ACTUAL CLINICAL SETTING. AUDITORY DISCRIMINATION PROGRAMS FOR THE TEN MOST FREQUENTLY MISARTICULATED ENGLISH CONSONANTS WERE WRITTEN, EVALUATED AND USED WITH THE APPROPRIATE PORTION OF THE CLINIC POPULATION. PRE- AND POST-PROGRAM TEST SCORES ON MEASURES OF ARTICULATION, GENERAL AUDITORY DISCRIMINATION, AND DISCRIMINATION OF THE SOUNDS RELATED TO PROGRAM CONTENT WERE GATHERED. THIS REPORT DESCRIBES THE PROGRAMS, THE INSTRUMENTATION DEVELOPED FOR ENTIRELY AUTOMATED PROGRAM PRESENTATION, AND CHANGES IN POST-PROGRAM TEST SCORES. THE EFFECTS OF ROUTINE USE OF PROGRAMED INSTRUCTION WITHIN A MORE CONVENTIONAL CLINICAL SETTING IS ALSO CONSIDERED. (AUTHOR)

This paper will study some of the problems associated with case studies and make recommendations using standard and innovative methodologies effectively. Human resource management (HRM) and resource development cases provide context for analysis and decision-making designs in different industries. In most HRM development and training courses students use cases about actual companies to practice strategic HRM analysis and to gain some experience in the tasks of crafting strategies and implementing HRM training and development programs.

Presented by Motorola, "Special Situations: Patrol Procedures IV / Techniques of Arrest" is one of a series of films created by director/producer Murray Woroner and Woroner Films. (:22). It was to be used as a police training film using drama and narration to show the proper procedure for various arrest situations. The film also displays the inherent danger present in any arrest (:36). A list follows of cooperating police departments and headquarters (:36). A suspect runs from a police officer (1:13). The perused finds himself trapped against a fence (1:47) as the officer announces that he is under arrest (1:41). The narrator points to this as being the most dangerous moment. A montage of civilians follows as they are placed under arrest (2:27). In one scenario the officer is shot as the suspect pulls a gun on him (3:47). What happens once the guilty person or persons has been taken into custody follows. A suspect is taken to the station after being picked up on the street (4:06). A bond of $1,500 is set for the suspect’s bail (4:43). Fingerprints are taken (4:55). The officer removes the suspect’s belongings from his clothing (5:18). The inductee’s weight and height are also logged (5:52) and he is then sent to his cell (6:09). Another suspect has his arms and legs spread wide in the street as he is searched (6:36). He is loaded into the Miami Police patrol vehicle (7:26). A warrant is highlighted to be used in order to place someone under arrest (7:45). A demonstration follows of two officers approaching the front desk of an apartment complex in order to notify the building that they have a warrant for the arrest of a person residing within the complex (8:45). As the officers move up the apartment stairs, the narrator notes the element of surprise must be maintained (9:32). The suspect is pictured shooting upright in bed as they enter (10:59). He is read his Miranda rights (12:02). The arrest must take place before the search in order to be lawful (13:43). Another example shows the police conducting an emergency search on a vehicle on the side of the road (16:27). When placing the suspect under arrest, the cuffs are set behind the person’s back (17:33) or under the knees and through the seatbelt (17:48). The film then shows how officers are to act in a scenario with a female alcoholic passed out at a restaurant table (18:07). In a crowded laundry mat an officer fires at the back of a suspect attempting to flee (18:49) and is stabbed by another civilian in the building. A routine traffic stops follows (20:59) of a man running a stop sign which can also present unpredictable and dangerous situations. A well planned arrest is detailed (21:49). Within the home is a gathering of illicit drug users asleep in a crowded room (22:03). The film wraps up as one of the suspects attempts to flee and is shot (23:55). The officer calls in a ‘673’ (24:03). Motion picture films don't last forever; many have already been lost or destroyed. For almost two decades, we've worked to collect, scan and preserve the world as it was captured on 35mm, 16mm and 8mm movies -- including home movies, industrial films, and other non-fiction. If you have endangered films you'd like to have scanned, or wish to donate celluloid to Periscope Film so that we can share them with the world, we'd love to hear from you. Contact us via the weblink below. This film is part of the Periscope Film LLC archive, one of the largest historic military, transportation, and aviation stock footage collections in the USA. Entirely film backed, this material is available for licensing in 24p HD, 2k and 4k. For more information visit http://www.PeriscopeFilm.com

Ways in which elementary school teachers can encourage children's maintenance and generalization of memory strategies were investigated. Questions guiding the research were: Does the teacher (1) Repeat strategy suggestions frequently? (2) Give a rationale for strategy use or feedback concerning the effectiveness of the strategy? and (3) Attempt to promote strategy generalization? Attention was also given to describing differences over grade level in the use of repetition, rationale-giving, and generalization instruction by teachers. A group of 69 teachers from public school classrooms of grades kindergarten through 6 were observed according to a time-sampling scheme for 30 minutes per day on five days as they taught language arts and mathematics. A total of 292 strategy suggestions were recorded in a written narrative and were classified into 12 categories having to do with rote learning, elaboration, attention, specific attentional aids, transformation, deduction, exclusion, imagery, specific aids for problem solving and memorizing, general aids, self-checking, and metamemory. Findings indicated that repetition of strategy suggestions did occur among teachers of all grade levels, rationales for strategy use are given more frequently at higher grades, and instructions that promote strategy generalization, which should be particularly effective in the classroom, were rarely seen. Implications for teacher education are pointed out. (RH)

Forty-five abstracts represent projects prepared by faculty personnel from Western Council on Higher Education for Nursing (WCHEN) member schools who were participants in a short-term course, "Improving Instruction Through the Use of Selected Tools and Techniques." Programed instruction projects involve various clinical areas and deal with such subjects as arithmetic for nurses, interpersonal relationships, asepsis, intramuscular injection, traction, student counseling, physiology of the endocrine system, and allergy and hypersensitivity. Television teaching projects deal with basic public health statistics, medications, and leadership development. Some independent study project subjects are school nursing, lesson planning, teaching the history of nursing, structured and semi-structured method, psychiatric and public health nursing problems, and principles of administration, supervision, and team management. Team teaching projects deal with such subjects as transition from hospital to home, nursing care in diabetes, and fluid and electrolyte imbalance. (JK)