DOCSLIB.ORG

The Aptitude Handbook a Guide to the AIMS Program

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Aptitude Handbook a Guide to the AIMS Program The Aptitude Handbook A Guide to the AIMS Program Copyright © 2014 by Aptitude Inventory Measurement Service No part of this book may be used or reproduced without written permission. Aptitude Inventory Measurement Service 12160 Abrams Road Suite 314 Dallas, Texas 75243 (972) 234-8378 This work provides information for individuals who have taken the AIMS testing program. It is not addressed to the expert or the specialist in psychometrics. Although we have relied on the work of experts in the field, we have presented the information in layman’s terms to facilitate usage of the test results and to serve as a practical guide for examinees (clients who have taken the AIMS measurements). The research and interpretation discussed within the text apply only to the AIMS battery of measures or worksamples; they should not be applied to any other tests or by organizations with similar names or purposes. Irvin C. Shambaugh John W. Gaston Brenda M.H. Smith Deborah S. Tatum Mindy V. Poe Alicia M. Schulze Brad Seal Mary Cheek Contents Introduction Part One: The Aptitudes and Other Factors 1. Frame of Reference 2. Visualization: Structural or Abstract? 3. Divergent Thinking 4. Convergent Thinking 5. Perceptual Speed 6. Dexterities 7. Verbal and Numerical Memory 8. Aural Aptitudes 9. Design and Artistic Aptitudes 10. Dominance, Laterality, and Handedness 11. Other Factors Part Two: The Aptitude Profiles 12. The Abstract Generalist 13. The Creative Generalist 14. The Generalist Problem-Solver 15. The Structural Generalist 16. The Specialist 17. The Specialist Problem-Solver 18. The Creative Specialist 19. The Structural Problem-Solver Part Three: Vocabulary 20. The Importance of Vocabulary 21. Vocabulary Assessment and Improvement Part Four: Special Topics 22. Planning Your College Career 23. What Do I Do Next? 24. Career Evaluation Chart Afterword References and Works Consulted Part Five: Additional Information AIMS College Preparatory Reading Catalogue AIMS Guide to Career Information Are You Management Material? Choosing a College Major Making the Most of Your College Visit Summary of Aptitude Characteristics A Guide for Students and Parents Introduction The Nature of Aptitudes The word “aptitude” in this book refers to a natural capacity or a predisposition to perform a certain task faster and more accurately than the average person. The aptitudes are measured by tests called worksamples - standardized, distinct examples of the purported capacity to be measured. A score on an aptitude test measures a person’s capacity for a certain activity or behavior; it does not measure how extensively he has used that potential. For example, there are many people who possess high music or aural aptitudes who have never sung nor played a musical instrument. They have latent musical ability, but they have never had the interest or the opportunity to train it. Aptitudes may or may not correspond to an individual’s training, experience, knowledge, or even interest. There is some evidence that these mental traits called “aptitudes” are inherited in much the same way that physical traits are inherited. Perceptual Speed, for example, is a clerical aptitude showing the same pattern of inheritance as dominant, physical traits carried on the sex or X chromosome. A son inherits his Perceptual Speed from his mother, while both parents contribute to the genotype of their daughter. Three quarters of the females exhibit this aptitude, but only half the males possess it. Aptitudes appear to be very stable over time. One’s high aptitudes at age 17 will be high at age 27, 37, and beyond. The low aptitudes remain low. One young woman invested her money and her time to repeat the entire battery of tests, despite our caveat that the aptitude test scores should not be sig- nificantly different from the ones obtained three years earlier. She replied that she wanted to see if they came out the same. This second set of aptitude test scores showed virtually no change. Her knowledge level and interest scores had changed, but the aptitudes had remained the same. This case suggested unusual accuracy in testing. If an examinee is younger than age 14, the tests might not be capable of determining his aptitude scores with unchanging precision. At our current stage of research, we find that the aptitudes appear to reach a statistical plateau after one undergoes puberty. They remain there until a decline sets in with later age. An unmotivated youngster, cajoled by his parents into taking the aptitude tests, may not perform to the best of his ability on the AIMS worksamples; therefore, his scores may not reflect his real capabilities. Inaccurate test results can also occur when the examinee is ill or when he is experiencing abnormal stress, such as stress associated with a recent divorce or a personal loss. Experience over the past twenty years has shown that the AIMS tests may not be useful in measuring the abilities of individuals who take certain psychoactive medications such as Dilantin and Ritalin; individuals who have abused drugs such as alcohol, LSD, heroin, and cocaine; or frequent users of marijuana. In fact, the test scores for chronic users of marijuana seem accurate enough. The problem is that their motivation may be so impaired that they are incapable of following through on the resulting recommendations. This diagnosis agrees with the published findings of the Institute of Medicine of the National Academy of Sciences. They describe an a motivational syndrome that includes a loss of ambition, inability to carry out long-term plans, difficulty in concentrating, and a decline in school or work performance.1 It is important that the examinee want to take the testing and that his physical and emotional health be good. Aptitude scores are no indication of motivation in a particular direction. Some people have ideal aptitudes for a career but no desire to pursue it. If their lack of motivation stems from ignorance about what the occupation is really like, the AIMS staff encourages them to discover the details through reading and through face-to-face interviews with people who are engaged in the profession or career. Sometimes people are very interested in careers that use their low aptitudes. If they are willing to devote more time and effort than the average person to this pursuit, they often can compensate for the lack of natural ability. Longer hours and more concentrated effort can build the knowledge and experience that substitute for low aptitudes. High aptitudes demand usage. Working hard to compensate for low aptitudes is not as critical as the problem of ignoring high aptitudes. Our experience has been that people who find lasting satisfaction in their careers use their strong abilities somewhere. People who have no outlet for their high aptitudes become very bored and dissatisfied with their jobs. They feel that something is missing. Because of the need to use strong abilities, the person with very few aptitudes is less likely to encounter long-term dissatisfaction in his occupational activities. A man who lacks high aptitudes for his job or career must, perhaps, work harder and longer hours than would the man who has high talent for the job; nevertheless, this man does not have the nagging emptiness of the person who works with unused aptitudes. The person with many natural abilities must be more selective about his career choice so that he does find appropriate outlets. This selectivity will help him avoid a lifestyle in which his hobbies are much more enjoyable than his work, and it will help steer him away from counterproductive activities that may use his aptitudes but may pull him way from career success and meaningful contri- bution to society. Interpreting Aptitude Test Results There are two common fallacies in interpreting aptitude test results. One is to treat each test score as a separate entity unrelated to any other factor. An example of this error is an examinee’s conclusion that he should be a banker or an accountant because he scores high in Perceptual Speed, a pencil-and-paper aptitude that is one characteristic of professionals in banking and accounting. This kind of assumption is wrong. Though accountants typically score in the top 12 percent on Perceptual Speed, a high score on a measure called Abstract Visualization is truly the better predictor of success. High Perceptual Speed predicts a greater probability of entering the field of accounting, but Abstract Visualization is a better predictor of lasting success in it. In this book you will find passages describing typical people in various occupations as scoring high on a particular worksample, such as physicians scoring high on the Diagnostic Thinking worksample or salespeople scoring high on the Ideaphoria worksample. Use this information to gain an understanding of the functions best performed by those scoring high on a particular aptitude. Reading the description of an aptitude may aid you in learning about the types of activities it can help you to perform. It will not indicate which specific occupations are best for you. Only by looking at your total profile of aptitude scores can you understand which occupations would be most satisfying. The second fallacy is thinking that each occupation is a monolithic, stereotyped situation, such as thinking that every doctor scores the same, or that all attorneys have precisely the same profile of abilities. Research has revealed that all individuals with the same job title are not performing exactly the same work. Every electrical engineer is not working on the same type of problem and is not working within the same job environment. Even positions such as attorney or physician are very flexible in the way they allow an individual to approach the problems he faces. For example, in a study of sales agents all working for the same company, there were three distinct profiles of abilities that would lead to successful performance.
Load more

Recommended publications
  • MA Issues in Modern Culture Reading List 20-21.Pdf
    M.A. Issues in Modern Culture Reading List 2020–21 AUTHORS AUTUMN TERM 1. Gustave Flaubert Dr Scarlett Baron Gustave Flaubert, Madame Bovary [1857], trans. Margaret Mauldon (Oxford: Oxford University Press, 2008). Gustave Flaubert, ‘A Simple Heart’, in Three Tales [1877], trans. A.J. Krailsheimer (Oxford: Oxford University Press, 1991). Gustave Flaubert, Dictionary of Received Ideas [1913], in Bouvard and Pécuchet, with the Dictionary of Received Ideas, trans. A.J. Krailsheimer (Harmondsworth: Penguin, 1977). Further Reading: Gustave Flaubert, Selected Letters, trans. Geoffrey Wall (Harmondsworth: Penguin, 1997). Julian Barnes, Flaubert’s Parrot (London: Jonathan Cape, 1984) Jonathan Culler, Flaubert: The Uses of Uncertainty (London: Paul Elek, 1974). Stephen Heath, Flaubert: Madame Bovary (Cambridge: Cambridge University Press, 1992). Christopher Prendergast, The Order of Mimesis: Balzac, Stendhal, Nerval, Flaubert (Cambridge: Cambridge University Press, 1986). Francis Steegmuller, Flaubert in Egypt: A Sensibility on Tour [1972] (Harmondsworth: Penguin Classics, 1996). Geoffrey Wall, Flaubert: A Life (New York: Farrar, Straus and Giroux, 2001). Tim Unwin (ed.), The Cambridge Companion to Flaubert (Cambridge: Cambridge University Press, 2004). Jennifer Yee, The Colonial Comedy: Imperialism in the French Realist Novel (New York: Oxford University Press, 2016). 2. Henry James Professor Philip Horne Henry James, The Golden Bowl (1904), ed. Ruth Bernard Yeazell (Penguin Classics, 2009) This contains the ‘Preface’ to the (only very slightly different) New York Edition version of the novel (1909); the other Prefaces (collected in The Art of the Novel, ed. R.P. Blackmur, 1934; now U. of Chicago Press) Henry James, ‘The Lesson of Balzac’ (1905) Available at: https://archive.org/details/questionourspee01jamegoog/page/n9/mode/2up Secondary Reading: Nicola Bradbury, Henry James: The Later Novels (Oxford University Press, 1979).
    [Show full text]
  • Lorine Niedecker's Personal Library of Books: A
    LORINE NIEDECKER’S PERSONAL LIBRARY OF BOOKS: A BIBLIOGRAPHY Margot Peters Adams, Brooks. The Law of Civilization and Decay. New York: Vintage Books, 1955. Adéma, Marcel. Apollinaire, trans, Denise Folliot. London: Heineman, 1954. Aldington, Hilda Doolittle (H.D.). Heliodora and Other Poems. Boston: Houghton, Mifflin, 1924. Aldington, Richard, ed. The Religion of Beauty: Selections from the Aesthetes. London: Heineman, 1950. Alighieri, Dante. The Divine Comedy. New York: Random House, 1950. Allen, Donald M., ed. The New American Poetry: 1945-1960. New York: Grove Press, 1960. Allen, Glover Morrill. Birds and Their Attributes. New York: Dover, 1962. Alvarez, A. The School of Donne. New York: Mentor, 1967. Anderson, Charles R. Emily Dickinson’s Poetry: Stairway of Surprise. New York: Holt, Rinehart & Winston, 1960. Anderson, Sherwood. Six Mid-American Chants. Photos by Art Sinsabaugh. Highlands, N.C.: Jargon Press, 1964. Arnett, Willard E. Santayana and the Sense of Beauty. Bloomington, IN: Indiana University Press, 1957. Arnold, Matthew. Passages from the Prose Writings of Matthew Arnold, ed. William E. Buckler, New York: New York University Press, 1963. Saint Augustine. The Confessions. New York: Pocket Books, n.d. Aurelius, Marcus (Marcus Aelius Aurelius Antoninus). Meditations. London: Dent, 1948. Bacon, Francis. Essays and the New Atlantis, ed. Gordon S. Haight. New York: Van Nostrand, 1942. Basho. The Narrow Road to the Deep North and Other Travel Sketches, trans. Nobuyuki Yuasa. Baltimore: Penguin, 1966. 1 Baudelaire, Charles. Flowers of Evil. New York: New Directions, 1958. Beard, Charles A. & Mary R. Beard. The Rise of American Civilization. New York: Macmillan, 1939. Bell, Margaret. Margaret Fuller: A Biography.
    [Show full text]
  • The Orphic Mysteries 48 Joscelyn Godwin, Ph.D
    Each issue of the Rosicrucian Digest provides members and all interested readers with a compendium of materials regarding the ongoing flow of the Rosicrucian Timeline. The articles, historical excerpts, art, and literature included in this Digest span the ages, and are not only interesting in themselves, but also seek to provide a lasting reference shelf to stimulate continuing study of all of those factors which make up Rosicrucian history and thought. Therefore, we present classical background, historical development, and modern reflections on each of our subjects, using the many forms of primary sources, reflective commentaries, the arts, creative fiction, and poetry. This magazine is dedicated• to all the women and men throughout the ages who have contributed to and perpetuated the wisdom of the Rosicrucian, Western esoteric, tradition. May we ever be •worthy of the light with which we have been entrusted. In this issue, the Orphic• Mysteries take center stage. Having completely changed the way that ancient Greek religion viewed the relations between humans and the Divine, Orpheus continues to weave his melodies across more than 2,600 years to transform our hearts, our minds, and our works. No. 1 - 2008 Vol. 86 - No. 1 Orpheus and Eurydice from the Metamorphoses 2 Official Magazine of the Ovid Worldwide The Theology of Orpheus 4 Rosicrucian Order G.R.S. Mead Established in 1915 by the Supreme An Orphic Timeline 9 Grand Lodge of the English Language Rosicrucian Research Library Jurisdiction, AMORC, Rosicrucian Park, San Jose, CA 95191. The Mystic Philosophy of Orpheus 19 Copyright 2008 by the Supreme Grand Imperator Ralph M.
    [Show full text]
  • GSA TODAY • Employment Service, P
    Vol. 7, No. 7 July 1997 INSIDE • Call for Editors, p. 15 GSA TODAY • Employment Service, p. 21 • 1997 GSA Annual Meeting, p. 28 A Publication of the Geological Society of America Evidence for Life in a Martian Meteorite? Harry Y. McSween, Jr. Department of Geological Sciences, University of Tennessee, Knoxville, TN 37996 ABSTRACT The controversial hypothesis that the ALH84001 mete- orite contains relics of ancient martian life has spurred new findings, but the question has not yet been resolved. Organic matter probably results, at least in part, from terrestrial contamination by Antarctic ice meltwater. The origin of nanophase magnetites and sulfides, suggested, on the basis of their sizes and morphologies, to be biogenic remains con- tested, as does the formation temperature of the carbonates that contain all of the cited evidence for life. The reported nanofossils may be magnetite whiskers and platelets, proba- bly grown from a vapor. New observations, such as the possi- ble presence of biofilms and shock metamorphic effects in the carbonates, have not yet been evaluated. Regardless of the ultimate conclusion, this controversy continues to help define strategies and sharpen tools that will be required for a Mars exploration program focused on the search for life. INTRODUCTION Since the intriguing proposal last summer that martian mete- orite Allan Hills (ALH) 84001 contains biochemical markers, bio- genic minerals, and microfossils (McKay et al., 1996), scientists and the public alike have been treated to a variety of claims sup- porting or refuting this hypothesis. Occasionally, the high visibil- ity of the controversy has overshadowed the research effort (e.g., Begley and Rogers, 1997), but I believe that science will benefit significantly from this experience.
    [Show full text]
  • Department of Life Skills and Aptitude Training
    Life / Communication and Aptitude Training Program The Life/Communication skills and Aptitude training program at Shivalik College of Engineering (SCE) is specially designed for SCE students who are aspiring to develop their professional competencies by sharpening their skills and knowledge. The ability to understand our own self and people better, communicate effectively, to manage interpersonal relationships, to manage meetings, to manage projects, to do a presentation, to lead a team or to solve a dispute among peers, is even more important than all our education or specialized knowledge in one single field. This course teaches and explains the basics of all soft skills and analytical mind that anyone should have in order to achieve personal excellence and accomplishing the goals more easily. The course is structured in several sections. This will be achieved by Interactive simulations, speed & mock tests, games, activities, group discussions, Individual presentations, Role Plays and videos. “All birds find shelter during a rain, but eagle avoids rain by flying above the clouds” — Dr. A.P.J Abdul Kalam Training Department aims at moulding the students so as to meet the industry expectations in career building and in turn bring laurels to the parent institution. The Training department prepares carefully laid down training schedule for the year, along with customized pre-placement training on the campus for various companies before their respective campus drives, and overseeing the process to its end, is the responsibility of the Training department. The department endeavors to carry out successfully all the processes methodically throughout the year. GOALS & OBJECTIVES GOALS • To enhance the employability skills among the students to meet out the corporate expectations.
    [Show full text]
  • 7. Aptitude and Achievement Tests: the Curious Case of the Indestructible Strawperson
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Social and Technical Issues in Testing: Buros-Nebraska Series on Measurement and Implications for Test Construction and Usage Testing 1984 7. Aptitude and Achievement Tests: The Curious Case of the Indestructible Strawperson Anne Anastasi Fordham University Follow this and additional works at: https://digitalcommons.unl.edu/burostestingissues Part of the Educational Assessment, Evaluation, and Research Commons Anastasi, Anne, "7. Aptitude and Achievement Tests: The Curious Case of the Indestructible Strawperson" (1984). Social and Technical Issues in Testing: Implications for Test Construction and Usage. 9. https://digitalcommons.unl.edu/burostestingissues/9 This Article is brought to you for free and open access by the Buros-Nebraska Series on Measurement and Testing at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Social and Technical Issues in Testing: Implications for Test Construction and Usage by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in SOCIAL AND TECHNICAL ISSUES IN TESTING: IMPLICATIONS FOR TEST CONSTRUCTION AND USAGE, edited by Barbara S. Plake (Hillsdale, NJ: Lawrence Erlbaum Associates, 1984). Copyright © 1984 by Lawrence Erlbaum Associates. Digital edition copyright © 2012 Buros Center for Testing. Aptitude and Ach ievement Tests: The Curious Case of the I ndestructi ble Strawperson 1 Anne Anastasi Fordham University In a talk I gave at the 1979 ETS Invitational Conference, I remarked that, if I were suddenly endowed with the appropriate occult powers, I should choose to eliminate certain words from the psychometric vocabulary. Among them were the words aptitude and achievement (Anastasi, 1980). These terms have led to nearly as much confusion, misinterpretation, and misuse of tests as has the more notorious term intelligence.
    [Show full text]
  • Gifted and Talented Identification
    Gifted and Talented Identification Parent Handbook Carol Swalley, Administrator Thompson School District 1 Table of Contents Identification Process • Preface and Rationale • Definition • Types of Gifted • Search/Referral/Nomination/ • Gathering BOE/ Review BOE/ID Process • Program Match • Identification Process Flow Chart • Portability • Collecting a Body of Evidence • Student Profile of Body of Evidence • Types of Assessments • GT determination Types of Gifted • General Intellectual Ability • Specific Academic Aptitude with Cognitive Ability • Specific Academic Aptitude without Cognitive Ablility • Specific Talent including Creative, Leadership, Psychomotor, Visual and Performing Arts, Music Information • Resources • Question and Answer sheet, both English and Spanish • Dispute Resolution Process 2 Preface Like any field, the field of gifted and talented is always growing and changing with new discoveries and insights into the identification and education of gifted children. The following Identification Handbook is meant to be a living document for growth and change over time as new research refines strategies, and active use of forms shows better processes and communications. Its purpose is to assist with bringing consistency in identification practices across the district. Rationale The Exceptional Children’s Education Act (ECEA) requires all administrative units (AUs) in Colorado to identify and serve students between the ages of five and twenty-one, and age four in administrative units with Early Access, whose aptitude or competence in abilities, talents, and potential for accomplishment in one or more domains are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Administrative units include: school districts, Charter School Institute (CSI), multi-district administrative units and Boards of Cooperative Educational Services (BOCES).
    [Show full text]
  • Famous Geologist Fact Sheet Your Job Is to Research Information About
    Famous Geologist Fact Sheet Your job is to research information about one of the geologists on the list and arrange the information you find into a fact sheet about that person. The fact sheet should only be one side of an 8 ½ x 11 inch paper. Include all of the following information about the scientist. You may turn your project into a wanted poster if you want starting your paper with “Be on the lookout for this man/woman. Wanted for ___________.” You may use bulleted lists where appropriate. A. Give the scientists full name – first, middle, last B. When they were born and when they died (if applicable) C. Where they were born – country, state, city D. Where they grew up if different from where they were born E. Family information – parents, siblings, wife, children F. Where they went to school – elementary, high school, college G. What they did for a job H. What they studied – field of expertise - give a complete description of what they studied I. What they are famous for specifically – include how their contributions affect us now and/or will in the future J. A quote from your scientist if you can find one K. Any other interesting facts about your scientist L. A picture of the scientist – not a cartoon M. A picture pertaining to what they are famous for N. List of important publications by the scientist O. List any awards given and the dates they were given to your scientist for their contributions to science P. Cite your source or sources according to the MLA Style Your grade will be determined by: * Overall presentation, neatness and creativity.
    [Show full text]
  • Vm Goldschmidt
    NORSK GEOLOGISK TIDSSKRIFT 27. 143 V. M. GOLD SCHMIDT Minnetale i Norsk geologisk forening 10. april 1947 Av IVAR OFTEDAL Med professor V. M. Goldschmidts død den 20. mars 1947 var det en av våre store, en vitenskapsmann av verdensformat, som gikk bort. Han døde av hjerneblødning i sitt hjem i Vestre Aker umid­ delbart etter at han var kommet hjem fra sykehus etter en mindre operasjon. I de siste årene var hans helbred meget dårlig, og en sterkt medvirkende årsak til dette var utvilsomt den voldsomme nerve­ påkjenning han var utsatt for i de første okkupasjonsårene her i Oslo. Da jødeforfølgelsen her antok åpenlyse former var hans stilling lite misunnelsesverdig. Han ble innkalt til forhør på Victoria Terrasse, senere arrestert og sendt til Berg med en av de beryktete jødetran­ sporter ennå før Berg-leiren hadde det nødtørftigste utstyr til å ta imot fanger. Her ble han alvorlig syk og kom heldigvis snart på Tønsberg sykehus, hvorfra han fikk reise hjem. Men trygg følte han seg ikke, og det hadde han heller ikke grunn til. Snart ble han, tross alle forsikringer, arrestert igjen, og denne gangen kom han helt til landgangen på vei ombord i et av jødetransportskipene til Tysk­ land, da han plutselig fikk beskjed om at han var fri. Etter disse opplevelser var Goldschmidts nervesystem, som rimelig kan være, temmelig nedbrutt, og det endte med at han straks før jul 1942 ble med en transport til Sverige. Etter et opphold her kom han over til Storbritannia, hvor han først var en tid i Skottland, siden ved Rothamsted Experimental Station i Harpenden nær London.
    [Show full text]
  • TEST and ASSESS YOUR BRAIN QUOTIENT Ii
    i TEST AND ASSESS YOUR BRAIN QUOTIENT ii This page is intentionally left blank iii TEST AND ASSESS YOUR BRAIN QUOTIENT Discover your true intelligence with tests of aptitude, logic, memory, EQ, creative and lateral thinking PHILIP CARTER London and Philadelphia iv Publisher’s note Every possible effort has been made to ensure that the information contained in this book is accurate at the time of going to press, and the publishers and author cannot accept responsibility for any errors or omissions, however caused. No responsibility for loss or damage occasioned to any person acting, or refraining from action, as a result of the material in this publication can be accepted by the editor, the publisher or the author. First published in Great Britain and the United States in 2009 by Kogan Page Limited Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licences issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned addresses: 120 Pentonville Road 525 South 4th Street, #241 London N1 9JN Philadelphia PA 19147 United Kingdom USA www.koganpage.com © Philip Carter, 2009 The right of Philip Carter to be identifi ed as the author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988.
    [Show full text]
  • Eugene Field's Years As. a Chicago Journalist (1883-1895)
    EUGENE FIELD'S YEARS AS. A CHICAGO JOURNALIST (1883-1895) Thesis for the Degree of M. A. MICHIGAN STATE UNIVERSITY PATRICIA LILLIAN WALKER 1969 ABSTRACT EUGENE FIELD'S YEARS AS A CHICAGO JOURNALIST (1883-1895) by Patricia Lillian Walker This is a study of the historical importance and contributions of Eugene Field to the era of Chicago jour- nalism that produced such journalists and literary figures as George Ade,rFinley Peter Dunne, Theodore Dreiser, and later Carl Sandburg and Edgar Lee Masters, and such edi- tors as Melville Stone, Slason Thompson, and Wilbur Storey. Field's quick fame and definition as a children's poet has obscured his contributions as a humorist and journalist, his life-time occupation. This study re-examines Eugene Field in light of his career in journalism which reached its greatest height and importance as editorial columnist for the Chicago Daily News. It is based on the newspaper files of the Chicago Daily News, biographies, literary criticisms, and other sources of the period, and on pri- vate papers and special collections relating to Field's acquaintances. Accepted by the faculty of the School of Journalism, College of Communications Arts, Michigan State University, in partial fulfillment of the requirements for the Master of Arts degree. EUGENE FIELD'S YEARS AS A CHICAGO JOURNALIST (1883-1895) BY Patricia Lillian Walker A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS School of Journalism 1969 Copyright by PATRICIA LILLIAN WALKER 1969 ACKNOWLEDGMENTS The unpublished materials and collections and the microfilms of newspapers from the period used in this study were obtained through the permission of the Chicago Public Library and the Chicago Historical Society.
    [Show full text]
  • WM White Geochemistry Chapter 7: Trace Elements
    W. M. White Geochemistry Chapter 7: Trace Elements Chapter 7: Trace Elements in Igneous Processes 7.1 INTRODUCTION n this chapter we will consider the behavior of trace elements, particularly in magmas, and in- troduce methods to model this behavior. Though trace elements, by definition, constitute only a I small fraction of a system of interest, they provide geochemical and geological information out of proportion to their abundance. There are several reasons for this. First, variations in the concentrations of many trace elements are much larger than variations in the concentrations of major components, of- ten by many orders of magnitude. Second, in any system there are far more trace elements than major elements. In most geochemical systems, there are 10 or fewer major components that together account for 99% or more of the system. This leaves 80 trace elements. Each element has chemical properties that are to some degree unique, hence there is unique geochemical information contained in the varia- tion of concentration for each element. Thus the 80 trace elements always contain information not available from the variations in the concentrations of major elements. Third, the range in behavior of trace elements is large and collectively they are sensitive to processes to which major elements are in- sensitive. One example is the depth at which partial melting occurs in the mantle. When the mantle melts, it produces melts whose composition is only weakly dependent on pressure, i.e., it always pro- duces basalt. Certain trace elements, however, are highly sensitive to the depth of melting (because the phase assemblages are functions of pressure).
    [Show full text]