United States Armed Forces Institute Research Articles

Poe in Richmond: Poe's Tell-Tale Hair at the Poe Museum

Poe in Richmond: Poe's Tell-Tale Hair at the Poe Museum

Mucinous cystadenocarcinoma of a minor salivary gland in the upper lip: Case report

Mucinous cystadenocarcinoma of the salivary gland is a rare entity that has only recently been described. This lesion was included in the 1991 World Health Organization Classification as “papillary cystadenocarcinoma,” and that same year the United States Armed Forces Institute of Pathology classified it as “cystadenocarcinoma with or without a papillary component.” Only a small proportion of salivary gland tumors are adenocarcinomas. Most mucinous cystadenocarcinomas affect the major salivary glands, particularly the parotid. These are low-grade malignancies, and most that occur in the minor salivary glands show very little aggressive behavior. These tumors are histologically similar to adenocarcinomas of the gastrointestinal tract. It is often difficult to differentiate them from other neoplasms. The differential diagnosis includes mucoepidermoid carcinoma, acinic cell carcinoma, salivary duct carcinoma, nasal adenocarcinoma, and metastatic carcinoma. This report describes the case of an 80-year-old man who presented with a painless swelling in his right upper lip that had been present for 1 month. Fine-needle aspiration biopsy of the lesion revealed inflammatory cells without an epithelial component. The treatment was wide excision, and there was no recurrence during 6 months of follow-up. The pathological diagnosis was low-grade mucinous cystadenocarcinoma of a minor salivary gland.

Adenoma of the middle ear mucosa

Benign adenomas of the middle ear are rare tumors. To date, approximately 100 cases of adenomatous neoplasms of the middle ear space have been collected in the United States Armed Forces Institute of Pathology, Washington D.C. This report describes two cases of primary adenomatous neoplasms confined to the middle ear cleft seen at the Department of Otorhinolaryngology at Ludwig Maximilians University Hospital, Munich. Although tumors are derived from lining epithelium of the middle ear mucosa, the unique feature of our first case was based on its origin in the epitympanic part of the tympanic membrane. Histopathology was characterized by an adenomatous morphology without atypia or mitoses, proving its benign behavior. No evidence was found for invasion of adjacent tissue. Simple surgical removal afforded excellent prognosis. Clinical behavior, histological appearance, origin of tumors and differential diagnosis are discussed.

165 Broadway – A crucial node in American Structural Linguistics

Summary During the Second World War, the United States Armed Forces Institute (USAFI) provided language teaching manuals and dictionaries for military and civilian use. From 1 July 1943 through 30 June 1945, this work was concentrated at an office which was located at 165 Broadway, New York City, and which was headed by a group of young, vigorous, and well trained linguists. The author provides a list of the personnel of this group and describes their activities and their relations with other developments in linguistics at that time and thereafter. Emphasis is placed on the crucial rôle of the ‘165 Broadway’ group in the application of structural linguistic analysis to the teaching of foreign languages in the United States in following decades.

Cutaneous endometriosis.

From the Dermatology Service, United States Air Force Hospital, Wiesbaden, Germany, and the United States Armed Forces Institute of Pathology, Washington, D.C.

The Performance of Military Personnel on USAFI Subject Examinations

THIS REPORT presents comparative test findings for members of the armed forces and civilian students both of whom had taken the same examination. The examinations reported upon here were the United States Armed Forces Institute (USAFI) Subject Examinations. These tests are standardized, achieve ment examinations in high school or college courses suchas: American History; Civics; Algebra; Economics; etc. They were constructed during 1942 and 1943 primarily for accreditation purposes and were designed so as to be useful in assessing the subject matter competency of individuals who had completed course work under a variety of educational settings. Each USAFI Subject Exami nation requires approximately two hours to complete. There are two parallel forms of each subject examination. One test form is available to civilian edu cational institutions, while a second form is reserved for use by the armed forces. Members of the armed forces are tested by qualified testing personnel in the United States and throughout the world. The answer sheets are scored by USAFI's and are then sent to USAFI, Madison, for official recording purposes. Samples of the answer sheets are saved and periodic check studies are made as to the effectiveness of the examinations. Tables I and H summarize the performance (Mean Score, Standard Deviation, and Percent Failing the test) of military and civilian examinees on the USAFI Subject Examinations. As can be seen, the performance data are surprisingly in close agreement for many of the 16 Subject Examinations. Obviously the relatively small size of the military examinee group may account for the favorable empirical differences obtained thus far between civilian and military examinees; for example: High School and College Modern European H i story, High School Civics. Where the military test results diverge noticeably and un favorably as compared to the civilian test results; for example: High School American History; CoUege Algebra; College Electricity and Magnetism; there is reason to believe that these examinations are being taken by military person nel who are possibly reaching beyond their actual educational preparation or attainments as of that date. To cite an example of the above, it is known that the Army requires applicants for the Army's Special Weapons Course at Fort Leavenworth to take th? College Algebra Test. In many instances, it is believed that applicants for the above training have not had the necessary preparation to pass the Subject Examination, or have not had sufficient time to review for it. The situation in regards to the High School American History Examination is probably somewhat similar in that military personnel, seeking to obtain a High School Equivalency Diploma via the High School GED Tests and the passing of the Subject Examination in American History, may be prematurely over-reaching

Servicemen who Take Correspondence Courses

The United States Armed Forces Institute (USAFI) provides material for the largest adult education program in the world. Its offering of correspondence, self-teaching, and group-study courses, college ex tension courses with cooperating schools, and its testing and accredi tation services, extend to men and women in the Armed Services all over the globe. In the United States, USAFI headquarters is located at Madison, Wisonsin, and is operated as a field installation of the Office of Armed Forces Information and Education, Department of Defense. Overseas, five more USAFI organizations provide educational services to all major commands. Millions of service personnel have taken ad vantage of the wide variety of elementary, high school, technical, and college level courses to extend their education during their period of service with the Armed Forces. The two USAFI services which are the primary concern of this study account for the major part of USAFI's work. This is the offering of cor respondence and self-teaching courses, which differ in the following respects: Correspondence courses require written lessons to be submitted to USAFI, where they are graded by an instructor, and returned to the stu dent. The enrollee is sent the necessary texts, study guides, lesson sheets, and envelopes, and he submits his lessons at whatever rate he chooses. When all the lessons have been submitted, or earlier if he feels prepared, he may apply for an end-of-course test. If the student so requests, the results of the test may be forwarded by USAFI toa school or college where he wishes to obtain credit. He is automatically disenrolled after any six-month period of inactivity, or 12 months from the date of enrollment if he has not completed the course. Self-teaching courses do not require the submission of lessons. The enrollee is sent the instructional materials, and studies athis own pace. When he feels prepared, he may apply for an end-of-course test. A stu dent is automatically disenrolled from the course if it is not completed 12 months after the date of enrollment. Students in both correspondence and self-teaching courses pay initi ially a $2. 00 enrollment fee. After satisfactory completion of the first course, additional courses may be taken without charge.

The United States Armed Forces Institute

The United States Armed Forces Institute

Development and Applications of Tests of Educational Achievement outside the Schools

THE material to be covered here will include the development and use of educational achievement tests in industry and government and military organizations as well as certain special testing programs such as the National Teacher Examinations, the Graduate Record Examination, and the United States Armed Forces Institute Tests of General Educational Development. Some of the material in this section will be similar to material reviewed by Mollenkopf in Chapter III of this issue of the REVIEW. Studies will be presented which shed light on the relationships between tests of aptitude and educational achievement.

Air Force Personnel and USAFI Courses

Since the United States Armed Forces Institute was founded during World War n, numerous studies have been conducted in an attempt to evaluate the outcomes of such education. If we assume that the primary aim of education is to assist each indi vidual to make the best possible use of all his capacities, we may additionally presume that such training as has been provi ded by USAFI has been invaluable in that such a conjecture has been amply supported by a number of investigations. It is stated 1 that the expenditures of billions by the Veterans Administration for the education of servicemen of the Second World War has been reviewed at some length and the program generally approved. As Dean Cyril O. Houle cites,2 today, and increasingly for the past 25 years, adults have been learning such a wide array of skills and arts you are tempted to conclude that any adult can learn anything. In YMCA's, in public evening schools, corre -

University of Michigan Norms for the United States Armed Forces Institute Tests of General Educational Development

University of Michigan Norms for the United States Armed Forces Institute Tests of General Educational Development

Geography in Off-Duty Educational Opportunities for Armed Forces

In this report I wish to share with other geographers the experiences and information which I gained in working with the Examinations Staff for the United States Armed Forces Institute during part of 1944. Probably the off-duty educational facilities provided by the Institute for service personnel at home and overseas are less widely known to geographers than are the formal programs set up as training for special branches of service, such as the Preflight, Premeteorological, and Army Specialized Training programs. Particularly, however, I am interested in passing on what I learned about recent advances in the theory of testing and about the applicability of modern techniques to testing in the field of geography at the college level.

The program of the United States Armed Forces Institute

The program of the United States Armed Forces Institute

The United States Armed Forces Institute Field Examination in High School Biology

Research Article| December 01 1943 The United States Armed Forces Institute Field Examination in High School Biology Shailer Peterson Shailer Peterson Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (1943) 6 (3): 51–56. https://doi.org/10.2307/4437454 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Shailer Peterson; The United States Armed Forces Institute Field Examination in High School Biology. The American Biology Teacher 1 December 1943; 6 (3): 51–56. doi: https://doi.org/10.2307/4437454 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Article PDF first page preview Close Modal You do not currently have access to this content.

The United States Armed Forces Institute

The United States Armed Forces Institute