DOCSLIB.ORG

I F)0. the AIR FORGE OFFICER QUALIFYING TEST Warren B. Shull

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
I F)0. the AIR FORGE OFFICER QUALIFYING TEST Warren B. Shull I f)0. AN INVESTIGATION OF THE AIR FORGE OFFICER QUALIFYING TEST Warren B. Shull A Dissertation Submitted to the Graduate School of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 1975 Pagination Error <373 77/ 610300 /3 7¿-e-1 /3d,<3£/ ABSTRACT (The Air Force Reserve Officers’ Training Corps (AFROTC) currently administers the Air Force Officer Qualifying Test (AFOQT) to all applicants for AFROTC scholarships and candidates for commissioning. This test contains five composites« pilot, navigator-tech- nical, dfficer quality, verbal, and quantitative A If a significant relationship exists between these scores and other indicators, AFROTC could conduct a less ex­ tensive aptitude testing program at a substantial savings. Research was conducted to test the null hypotheses that there is no significant correlation between the various composite scores of the AFOQT as dependent vari­ ables and the various subscores and total/composite scores of the Scholastic Aptitude Test (SAT) and the American College Test (ACT) as independent variables. The group of persons who applied for four-year AFROTC scholarships during the 1973-74 academic year was used as the popu­ lation from which to sample. The data collected and analyzed in this study indi­ cated a significant correlation between each composite of the AFOQT and both the verbal and mathematics subscores and the total score of the SAT as well as one or more subscores and the composite score of the ACT. Each AFOQT composite except the pilot composite can be adequately predicted from either the individual’s SAT or ACT score. Using the regression equations based upon SAT or ACT scores determined by this study, the AFROTC could make two pro­ cedural changes. First, instead of requiring all scholarship applicants to take the AFOQT, the managers of the scholarship program could predict the relevant aptitudes of each applicant. The predicted scores could be used in lieu of the AFOQT scores to determine scholarship selection. Second, because accurate prediction of all AFOQT composites and the apti­ tudes they represent except pilot is possible, a new test covering only flying aptitude could be constructed and given only to pilot applicants. iii ACKNOWLEDGEMENT I wish to thank all the members of my committee; Dr. Virginia B. Platt, Dr. Willard Fox, Dr. Bill J. Reynolds, and Dr. Stewart Berry, and my chairman, Dr. Neil A. Pohlmann, for their assistance as I completed my research and reported the results. In addition, I would like to thank my wife, Martha, for the en­ couragement and support she has given me during the past four years. iv TABLE OF CONTENTS Page INTRODUCTION. ............................ ..... 1 The Problem.................. ... ............... 1 Background.......................... .. 1 Statement of the Problem................. 6 Justification............................ 6 Orientation.......................... 6 Significance ............. ..... 7 Delimitation. ..................... 9 Purpose of the Study.......................... 9 Sample and Procedure.......................... 10 Treatment of Data. ............................. 12 RELATED LITERATURE................................... 14 AFOQT History................................... 14 AFOQT Correlation............................... 22 Prediction of Success.......................... 33 Achievement/Aptitude Tests..... .......... 4l ACT and SAT................................... 44 PRESENTATION AND ANALYSIS OF THE DATA ....... 58 General. ........................................ 58 Correlations by AFOQTC omposite .............. 6l Pilot Composite.......................... 6l v VI Navigator-Technical Composite ...... 71 Officer Quality Composite ............... 77 Verbal Composite. ................ 85 Quantitative Composite.................... 92 Correlations by SAT Subscore ......... 99 Correlations by ACT Subscore.................... 101 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS .... 103 Summary.......................... 103 Conclusions.......... 105 Recommendations................................ 107 Need for Further Research........................ 110 BIBLIOGRAPHY 112 LIST OF TABLES Table Page 1 Item Difficulty and Internal Consistency 17 of AFOQT Form L 2 Single Correlation Between the Various 18 Composites and Interest Items and ACE Tests 3 Effectiveness of Pilot Stanine in 25 Predicting Elimination from Pilot Training 4 Estimated Intercorrelations of Subtests 31 and Composites for AFOQT Form L 5 Estimated Reliability of Composites, 32 AFOQT Form M 6 Estimated Intercorrelation of Composites, 32 AFOQT Form M 7 Correlation between Aptitude Tests (MCT 40 and BI) and the CBQ and FBQ Items 8 Correlations between Predictor and Cri­ 45 terion Variables 9 Median Multiple R‘s and Standard Errors 47 of Estimate for Predicting College Grades, Using Tests (T Index), High School Grades (H Index), and the Combination (TH Index) 10 Multiple Correlation for College Freshmen/ 48 Sophomores for Criteria of Achieve­ ment Highly Comparable to High School Achievement Scales 11 Beta Weights and Multiple Correlations for 50 Predicting Academic Accomplishments vii viii 12 Intercorrelations of High School Rank 51 in Class, ACT Program Variables, and GPA in Eight Semesters 13 Intercorrelations Among Subtests Scores 53 and Total Tests Scores for RQ and SAT 14 Correlations and Subtests Scores and 54 Total Tests Scores for RQ and SAT with Certain Subject Area GPAs (N=77) 15 Median Multiple Correlations of Pre- 56 dictors and Criteria 16 Means and Standard Deviations for the 59 Variables AFOQT and SAT 17 Means and Standard Deviations for the 59 Variables AFOQT and ACT 18 Simple Correlation Coefficients among 61 Composites of the AFOQT and Sub­ tests of the SAT 19 Simple Correlation Coefficients among 62 Composites of the AFOQT and Sub­ tests of the ACT 20 Distribution of Pilot Composites and 63 SAT-V Scores 21 Distribution of Pilot Composites and 64 SAT-M Scores 22 Distribution of Pilot Composite and 65 SAT-T Scores 23 Multiple and Partial Correlations between 66 the Pilot Composite of the AFOQT and the Verbal and the Mathematics Sub­ scores of the SAT ix 24 Distribution of Pilot Composite and 67 ACT-EN Scores 25 Distribution of Pilot Composite and 68 ACT-MA Scores 26 Distribution of Pilot Composite and 68 ACT-SS Scores 27 Distribution of Pilot Composite and 69 ACT-NS Scores 28 Distribution of Pilot Composite and 69 ACT-CO Scores 29 Multiple and Partial Correlations between 70 the Pilot Composite of the AFOQT and the English and Natural Science Sub­ scores of the ACT 30 Distribution of Navigator-Technical 71 Composite and SAT-V Scores 31 Distribution of Navigator-Technical 72 Composite and SAT-M Scores 32 Distribution of Navigator-Technical 73 Composite and SAT-T Scores 33 Multiple and Partial Correlations between 73 the Navigator-Technical Composite of the AFOQT and the Verbal and Mathe­ matics Subscores of the SAT 34 Distribution of Navigator-Technical 75 Composite and ACT-EN Scores 35 Distribution of Navigator-Technical 75 Composite and ACT-MA Scores 36 Distribution of Navigator-Technical 76 Composite and ACT-SS Scores 37 Distribution of Navigator-Technical 76 Composite and ACT-NS Scores X 38 Distribution of Navigator-Technical 77 Composite and ACT-CO Scores 39 Multiple and Partial Correlations between 78 the Navigator-Technical Composite of the AFOQT and the Subscores of the ACT 40 Distribution of Officer Quality Composite 79 and SAT-V Scores 41 Distribution of Officer Quality Composite 80 and SAT-M Scores 42 Distribution of Officer Quality Composite 81 and SAT-T Scores 43 Multiple and Partial Correlations between 81 the Officer Quality Composite of the AFOQT and the Verbal and Mathematics Subscores of the SAT 44 Distribution of Officer Quality Composite 82 and ACT-EN Scores 45 Distribution of Officer Quality Composite 83 and ACT-MA Scores 46 Distribution of Officer Quality Composite 83 and ACT-SS Scores 47 Distribution of Officer Quality Composite 84 and ACT-NS Scores 48 Distribution of Officer Quality Composite 84 and ACT-CO Scores 49 Multiple and Partial Correlations between 85 the Officer Quality Composite of the AFOQT and the Subscores of the ACT 50 Distribution of Verbal Composite and 86 SAT-V Scores 51 Distribution of Verbal Composite and 87 SAT-M Scores xi 52 Distribution of Verbal Composite and . 88 SAT-T Scores 53 Multiple and Partial Correlations between 88 the Verbal Composite of the AFOQT and the Subscores of the SAT 5^ Distribution of Verbal Composite and ACT-EN 89 Scores 55 Distribution of Verbal Composite and ACT-MA 90 Scores 56 Distribution of Verbal Composite and ACT-SS 90 Scores 57 Distribution of Verbal Composite and ACT-NS 91 Scores 58 Distribution of Verbal Composite and ACT-CO 91 Scores 59 Multiple and Partial Correlations between 92 the Verbal Composite of the AFOQT and the Subscores of the ACT 6o Distribution of Quantitative Composite and 93 SAT-V Scores 6l Distribution of Quantitative Composite and 94 SAT-M Scores 62 Distribution of Quantitative Composite and 95 SAT-T Scores 63 Multiple and Partial Correlations between 95 the Quantitative Composite of the AFOQT and the Verbal and Mathematics Subscores of the SAT 64 Distribution of Quantitative Composite and 96 ACT-EN Scores 65 Distribution of Quantitative Composite and 97 ACT-MA Scores 66 Distribution of Quantitative Composite and 97 ACT-SS Scores 6? Distribution of Quantitative Composite and 98 ACT-NS Scores 68 Distribution of Quantitative Composite and 98 ACT-CO Scores 69 Multiple and Partial
Load more

Recommended publications
  • Donor-Advised Fund
    WELCOME. The New York Community Trust brings together individuals, families, foundations, and businesses to support nonprofits that make a difference. Whether we’re celebrating our commitment to LGBTQ New Yorkers—as this cover does—or working to find promising solutions to complex problems, we are a critical part of our community’s philanthropic response. 2018 ANNUAL REPORT 1 A WORD FROM OUR DONORS Why The Trust? In 2018, we asked our donors, why us? Here’s what they said. SIMPLICITY & FAMILY, FRIENDS FLEXIBILITY & COMMUNITY ______________________ ______________________ I value my ability to I chose The Trust use appreciated equities because I wanted to ‘to‘ fund gifts to many ‘support‘ my community— different charities.” New York City. My ______________________ parents set an example of supporting charity My accountant and teaching me to save, suggested The Trust which led me to having ‘because‘ of its excellent appreciated stock, which tools for administering I used to start my donor- donations. Although advised fund.” my interest was ______________________ driven by practical considerations, The need to fulfill the I eventually realized what charitable goals of a dear an important role it plays ‘friend‘ at the end of his life in the City.” sent me to The Trust. It was a great decision.” ______________________ ______________________ The Trust simplified our charitable giving.” Philanthropy is a ‘‘ family tradition and ______________________ ‘priority.‘ My parents communicated to us the A donor-advised fund imperative, reward, and at The Trust was the pleasure in it.” ‘ideal‘ solution for me and my family.” ______________________ I wanted to give back, so I opened a ‘fund‘ in memory of my grandmother and great-grandmother.” 2 NYCOMMUNITYTRUST.
    [Show full text]
  • Psychology of School Learning: Views of the Learner
    DOCUMENT RESUME ED 104 859 SP 009 097 AUTHOR Bart, William M., Ed.; Wong, Martin R., Ed. TITLE Psychology of School Learning: Views of the Learner. Volume I: Environmentalism. INSTITUTION MSS Information Ccrp., New York, N.Y. PUB DATE 74 'NOTE 249p. AVAILABLE FROM MSS Information 'orporation, 655 Madison Avenue, New York, New York 10021 ($6.25 paper, $12.00 cloth, 20 percent discount on orders of $200.00 or more) EDRS PRICE MF-$0.76 HC-$12.05 PLUS POSTAGE DESCRIPTORS Behavioral Objectives; Computer Assisted Instruction; Educational Philosophy; *Educational Psychology; *Environmental Influences; Higher Education; *Learning; *Learning Specialists; Reinforcement; Teacher Education ABSTRACT This document is the first of three volumes presenting essays from three schools of thought regarding learning. Volume one consists of readings from psychologists, philosophers, and learning theorists concerning the view that the learner isa product primarily of environmental factors. The list of essays includes the following:(a) "Ideas and Their Origin," (b) "The Free and Happy Student," (c) "The Technology of Teaching," (d) "Treatment of Nonreading in a Culturally Deprived Juvenile Delinquent: An Application of Reinforcement Principles," (e) "Production and Elimination of Disruptive Classroom Behavior by Systematically Varying Teacher's Behavior," (f) "Learning Theory Approaches to Classroom Management: Rationale and Intervention Techniques," (g) "A Token Reinforcement Program in a Public School: A Replication and Systematic Analysis," (h) "Educational
    [Show full text]
  • Reading Comprehension of Materials Written with Select Oral Language Patterns: a Study at Grades 2 and 4
    DCCUMENT RESUME ED 036 405 24 RE 002 386 AUTHOR TATHAM, SUSAN MASLAND TITLE READ-NG COMPREHENSION CF MATERIALS WRITTEN WITH SELECT ORAL LANGUAGE PATTERNS: A STUDY AT GRADES 2 AND 4. INSTITUTION WISCONSIN UNIV., MADISON. RESEARCH AND DEVELOPMENT CENTER FOR COGNITIVE LEARNING. SPONS AGENCY OFFICE OF EDUCATION (DHEW), WASHINGTON, D.C. BUREAU OF RESEARCH.. REPORT MO TR-86 BUREAU NO BR-5-0216 PUB DATE JUL 69 CONTRACT OEC-5-10-154 MOTE 1422.. EDRS PRICE EDRS PRICE MF-$0..75 HC-$7.20 DESCRIPTORS GRADE 2, GRADE 4, *LANGUAGE PATTERNS, *LANGUAGE RESEARCH, LANGUAGE ROLE, *ORAL EXPRESSION, *READING COMPREHENSION, *READING RESEARCH ABSTRACT TO DETERMINE WHETHER OR NOT STUDENTS IN GRADES 2 AND 4 COMPREHENDED MATERIALS WRITTEN WITH PATTERNS THAT APPEAR FREQUENTLY IN THEIR SPEECH BETTER THAN MATERIALS WRITTEN WITH PATTERNS THAT APPEAR INFREQUENTLY, TWO READING COMPREHENSION TESTS WERE DEVISED BY THE INVESTIGATOR* SUBJECTS WERE ALI SECCND- AND FOURTH-GRADE CLASSROOMS FROM TWO SIMILAR SCHOCLS: 163 GRADE-2 STUDENTS (81 GIRLS, 82 BOYS) AND 137 GRADE-4 STUDENTS (69 GIRLS, 68 BOYS).. TEST A USED FREQUENTLY OCCURRING PATTERNS FRCM THE ORAL LANGUAGE OF SECOND AND FOURTH GRADERS, AND TEST B USED INFREQUENTLY OCCURRING PATTERNS IN THE ORAL LANGUAGE OF STUDENTS IRCM THE SAME GRADES. PATTERNS WERE SELECTED FROM STRICKLAND'S STUDY (1962). CHI SQUARE AND T TESTS WERE USED TO ANALYZE THE DATA RESULTS INDICATED (1) SIGNIFICANTLY MORE GRADE-2 AND -4 STUDENTS OBTAINED HIGHER SCORES ON TEST A THAN ON TEST B (P .091);(2) GRADE-4 STUDENTS PERFORMED SIGNIFICANTLY BETTER THAN GRADE-2 STUDENTS ON BOTH TESTS (P .01); (3) IN GENERAL, THERE WERE NO SIGNIFICANT SEX -DIFFERENCES ON EITHER TEST WITHIN OR ACROSS GRADES.
    [Show full text]
  • The Shields of Achilles and Aeneas: the Worlds Portrayed by Homer and Vergil
    Vanessa Peters The Shields of Achilles and Aeneas: The Worlds Portrayed by Homer and Vergil The epic simile is a common device in epic poetry; it forms a relationship between two un- likely things and causes one to be viewed through the lens of the other. Unlike a normal simile, an epic simile has a fully developed vehicle that reflects the complexity back on the tenor; that is, an epic sim- ile, in its increased length and depth, can have layers of complexity that a normal simile cannot. The shield of Achilles (Hom. Il. 18.558-709) in Book 18 of Homer’s Iliad and the shield of Aeneas (Verg. Aen. 8.738-858) in book 8 of Vergil’s Aeneid are examples of epic similes, in which the poet takes the role of the god who forges the shield and can comment on society unobtrusively.1 These shields convey different perspectives of Greek and Roman society. Whereas Homer shows the world of peace in con- trast to the world of war to illustrate the tragedy of the Iliad, Vergil expresses Roman triumphalism to glorify Rome and her people. Book 18 of the Iliad marks a turning point in the epic. In it, Achilles decides to return to bat- tle in order to avenge Patroclus’ death by killing Hector. Since he has lost his armour to the enemy, his mother Thetis, knowing that his fate is sealed, beseeches Hephaestus to forge him a new set (Il. 18.534). The god agrees to her request and sets out to work, creating a magnificent shield for Achilles to wear in battle.
    [Show full text]
  • Forge Village Historic District
    Westford Preservation Plan National Register Forge Village Historic District Description Introduction Forge Village is an industrial and residential village in the town of Westford, Middlesex County, Massachusetts. It is the location of the former Abbot Worsted Mill that comprises the central architectural feature of the village. A branch of the former Boston and Maine Railroad passes through the village along the banks of Stony Brook. Architectural resources consist of moderate to well-preserved residential, institutional, commercial and industrial properties built during the Colonial to Early Modern Periods. Most buildings are either multiple or single unit factory worker housing but several commercial and industrial resources exist as well as a former religious mission, a historic playground and two former schools. Two hundred seventy-four historic buildings exist in the district. One historic site and five historic structures are also present. Architectural styles include Colonial, Federal, Greek Revival, Second Empire Victorian Eclectic, Queen Anne, Colonial Revival, Bungalow and Cape Cod. Boundaries of the district are determined by changes in density of historic resources and by topographic changes. The town of Westford is located in the coastal lowland region of the commonwealth, approximately 10 miles south of the New Hampshire border and 30 miles west of Boston. The town is bordered on the east by Chelmsford, on the south by Acton and Carlisle, on the west by Groton and Littleton and on the north by Tyngsborough. The area of the town is 31 square miles. The village is set along the banks of Stony Brook and on the sloping hills to the north and south.
    [Show full text]
  • Psychology 230 History, Systems, & Theories
    1 Psychology 230 History, Systems, & Theories Fall 2015 Class meets on Monday and Wednesday from 11:45am to 12:55pm in PPHAC 235 Overview: Historical origins of contemporary psychology, including structuralism, associationism, functionalism, behaviorism, Gestalt, and psychoanalysis, as well as recent developments in the field. Prerequisite: Psychology 120. Dana S. Dunn, Ph.D. Department of Psychology Hurd Academic Complex Room 231 Office phone: (610) 861-1562 E-mail: [email protected] 2 Fall 2015 Office hours: Monday By appointment Tuesday 1:30 – 3pm Wednesday By appointment Thursday 1:30 – 3 pm Friday 8:30 – 10:30am Course Goals: 1. To introduce you to the historical development of the scientific study of psychology. 2. To show you where psychology fits in the history of ideas in Western thought. 3. To understand key issues, themes, and controversies that shaped (and continue to shape) the contemporary discipline. Required Books: Freud, S. (1989). On dreams. New York: Norton. Leahey, T. H. (2013). A history of psychology: From antiquity to modernity (7th ed.). New York, NY: Pearson. Skinner, B. F. (1976). Walden Two. New York: Macmillan. Course Requirements 1. Class participation and attendance. This course requires constant attendance, active participation and critical discussion of the readings. I expect that you will attend each and every class, and that you will come prepared to talk about—and question—what you read. Class participation is worth 15% of your final course grade. Please note that I will be taking role, thus your absence from class will affect your participation grade (i.e., if you are not in class, you cannot contribute to discussion).
    [Show full text]
  • Whitepaper Version 1.0.0
    CRYPTOBLADES.IO RECRUIT CHARACTERS, FORGE WEAPONS, ENTER BATTLE, EARN SKILL WHITEPAPER VERSION 1.0.0 JUNE 30, 2021 CRYPTOBLADES.IO P a g e | 1 TABLE OF CONTENTS Introduction ................................................................................................................................................................................. 2 CryptoBlades Team ...................................................................................................................................................................... 2 Philip Devine - United States - Owner of Riveted Games ........................................................................................................ 2 Dan Karsai - Hungary - Lead Game Developer ........................................................................................................................ 2 Ray Hammarling - Sweden - Lead Blockchain Developer ........................................................................................................ 2 Kyle Kemp - United States - Lead Front-end Developer .......................................................................................................... 2 Vision and Mission Statement ..................................................................................................................................................... 2 Purpose of this Paper ................................................................................................................................................................... 3 Requirements
    [Show full text]
  • Ironworks and Iron Monuments Forges Et
    IRONWORKS AND IRON MONUMENTS FORGES ET MONUMENTS EN FER I( ICCROM i ~ IRONWORKS AND IRON MONUMENTS study, conservation and adaptive use etude, conservation et reutilisation de FORGES ET MONUMENTS EN FER Symposium lronbridge, 23-25 • X •1984 ICCROM rome 1985 Editing: Cynthia Rockwell 'Monica Garcia Layout: Azar Soheil Jokilehto Organization and coordination: Giorgio Torraca Daniela Ferragni Jef Malliet © ICCROM 1985 Via di San Michele 13 00153 Rome RM, Italy Printed in Italy Sintesi Informazione S.r.l. CONTENTS page Introduction CROSSLEY David W. The conservation of monuments connected with the iron and steel industry in the Sheffield region. 1 PETRIE Angus J. The No.1 Smithery, Chatham Dockyard, 1805-1984 : 'Let your eye be your guide and your money the last thing you part with'. 15 BJORKENSTAM Nils The Swedish iron industry and its industrial heritage. 37 MAGNUSSON Gert The medieval blast furnace at Lapphyttan. 51 NISSER Marie Documentation and preservation of Swedish historic ironworks. 67 HAMON Francoise Les monuments historiques et la politique de protection des anciennes forges. 89 BELHOSTE Jean Francois L'inventaire des forges francaises et ses applications. 95 LECHERBONNIER Yannick Les forges de Basse Normandie : Conservation et reutilisation. A propos de deux exemples. 111 RIGNAULT Bernard Forges et hauts fourneaux en Bourgogne du Nord : un patrimoine au service de l'identite regionale. 123 LAMY Yvon Approche ethnologique et technologique d'un site siderurgique : La forge de Savignac-Ledrier (Dordogne). 149 BALL Norman R. A Canadian perspective on archives and industrial archaeology. 169 DE VRIES Dirk J. Iron making in the Netherlands. 177 iii page FERRAGNI Daniela, MALLIET Jef, TORRACA Giorgio The blast furnaces of Capalbio and Canino in the Italian Maremma.
    [Show full text]
  • Vol 1 Ross A. Mcfarland Papers
    Ross A. McFarland Collection in Aerospace Medicine and Human Factors Engineering 1 Catalog of the Library Mary Ann Hoffman Fordham Health Sciences Library Wright State University School of Medicine Dayton, Ohio 1987 Fordham Library Publication No. 2 ©1987 Ross A. McFarland 1901-1976 CONTENTS Preface vi Introduction vii Acknowledgements ix Catalog 1 Vidéocassettes ИЗ Journals 114 Technical Reports Series 117 Name Index 119 Subject Index 146 PREFACE The Ross A. McFarland Collection in Aerospace Medicine and Human Factors Engineering at the Fordham Health Sciences Library, Wright State University School of Medicine, provides an unparalleled scientific resource and data base for physicians, life scientists, engineers and others working at the leading edge of human progress, especially those in the areas of aviation, space and advanced ground transportation. The Collection is regularly consulted by those currently pioneering these fields and is an invaluable source of information constituting the base upon which future progress is being constructed. I met Dr. McFarland in 1958 and came to know him -well. I observed first-hand his pioneering concepts in human factors, enhanced immeasurably by his articulate communications. Starting in the 1930's, he almost singlehandedly launched the human factors effort in aviation, directly collecting data on airline pilot fatigue and other major operational flight safety aspects. Folio-wing Dr. McFarland's untimely death in 1976, an event -widely recognized as taking from us the father of aerospace human factors, his wife, Mrs. Emily McFarland, decided to deed his library and scientific papers to Wright State University School of Medicine, Fordham Health Sciences Library. This gift consisted of more than 6,000 print items and approximately 400 linear feet of scientific manuscripts, unpublished reports, research data and correspondence, covering 50 years of professional work and research by Dr.
    [Show full text]
  • Uncanny Xmen Box
    Official Advanced Game Adventure CAMPAIGN BOOK TABLE OF CONTENTS What Are Mutants? ....... .................... ...2 Creating Mutant Groups . ..... ................ ..46 Why Are Mutants? .............................2 The Crime-Fighting Group . ... ............. .. .46 Where Are Mutants? . ........ ........ .........3 The Tr aining Group . ..........................47 Mutant Histories . ................... ... ... ..... .4 The Government Group ............. ....... .48 The X-Men ..... ... ... ............ .... ... 4 Evil Mutants ........................... ......50 X-Factor . .......... ........ .............. 8 The Legendary Group ... ........... ..... ... 50 The New Mutants ..... ........... ... .........10 The Protective Group .......... ................51 Fallen Angels ................ ......... ... ..12 Non-Mutant Groups ... ... ... ............. ..51 X-Terminators . ... .... ............ .........12 Undercover Groups . .... ............... .......51 Excalibur ...... ..............................12 The False Oppressors ........... .......... 51 Morlocks ............... ...... ......... .....12 The Competition . ............... .............51 Original Brotherhood of Evil Mutants ..... .........13 Freedom Fighters & Te rrorists . ......... .......52 The Savage Land Mutates ........ ............ ..13 The Mutant Campaign ... ........ .... ... .........53 Mutant Force & The Resistants ... ......... ......14 The Mutant Index ...... .... ....... .... 53 The Second Brotherhood of Evil Mutants & Freedom Bring on the Bad Guys ... .......
    [Show full text]
  • Achievements Booklet
    ACHIEVEMENTS BOOKLET This booklet lists a series of achievements players can pursue while they play Marvel United: X-Men using different combinations of Challenges, Heroes, and Villains. Challenge yourself and try to tick as many boxes as you can! Basic Achievements - Win without any Hero being KO’d with Heroic Challenge. - Win a game in Xavier Solo Mode. - Win without the Villain ever - Win a game with an Anti-Hero as a Hero. triggering an Overflow. - Win a game using only Anti-Heroes as Heroes. - Win before the 6th Master Plan card is played. - Win a game with 2 Players. - Win without using any Special Effect cards. - Win a game with 3 Players. - Win without any Hero taking damage. - Win a game with 4 Players. - Win without using any Action tokens. - Complete all Mission cards. - Complete all Mission cards with Moderate Challenge. - Complete all Mission cards with Hard Challenge. - Complete all Mission cards with Heroic Challenge. - Win without any Hero being KO’d. - Win without any Hero being KO’d with Moderate Challenge. - Win without any Hero being KO’d with Hard Challenge. MARVEL © Super Villain Feats Team vs Team Feats - Defeat the Super Villain with 2 Heroes. - Defeat the Villain using - Defeat the Super Villain with 3 Heroes. the Accelerated Villain Challenge. - Defeat the Super Villain with 4 Heroes. - Your team wins without the other team dealing a single damage to the Villain. - Defeat the Super Villain without using any Super Hero card. - Your team wins delivering the final blow to the Villain. - Defeat the Super Villain without using any Action tokens.
    [Show full text]
  • X-Men: Mutant Massacre Ebook Free Download
    X-MEN: MUTANT MASSACRE PDF, EPUB, EBOOK Chris Claremont | 320 pages | 12 Feb 2013 | Marvel Comics | 9780785167419 | English | New York, United States X-men: Mutant Massacre PDF Book Even with the medical treatment, more and more of the Morlocks are dying. Nightcrawler and Shadowcat get severely wounded in the process. New Mutants : After they return from the fight with Magus, Karma soon leaves the team to search for her missing siblings. Jun 06, Alex9 rated it it was amazing. On Sale Date: November 07, The fourth issue is worse: Stern is abruptly kicked off because his final issue made Magneto too malevolent and the replacement authors write a heavy-handed story that doesn't feel like it matches well with the rest though it turns out, it hits most of the same major plot points as Stern's original script. While Shadowcat might be saved with the Fantastic Four's help, the Angel contemplates a much bleaker fate! Scalphunter, unwilling to let his former teammates remain zombies, killed each of them and then shot Madelyne Pryor in the heart. This aspect of the story was satirized in What The--?! Sinister only cares about his work. While I think the crossover renders the story just a little bit too cluttered to be compared to The Dark Phoenix Saga , it does represent something of a highlight in an impressive run. However, it's no less important to the FF because of a plot line questioning Reed's motives before their initial spaceflight. This crossover is more impressive for introducing a number of significant shake-ups that actually mattered.
    [Show full text]