United States Coast Guard Academy Research Articles

Outbreak of Acute Respiratory Illness Associated With Human Adenovirus Type 4 at the United States Coast Guard Academy, 2019.

Although a human adenovirus (HAdV) vaccine is available for military use, officers-in-training are not routinely vaccinated. We describe an HAdV-associated respiratory outbreak among unvaccinated cadets at the US Coast Guard Academy and its impact on cadet training. We defined a case as a cadet with new onset cough or sore throat during August 1-October 4, 2019. We reviewed medical records and distributed a questionnaire to identify cases and to estimate impact on cadet training. We performed real-time polymerase chain reaction testing on patient and environmental samples and whole genome sequencing on a subset of positive patient samples. Among the 1072 cadets, 378 (35%) cases were identified by medical records (n = 230) or additionally by the questionnaire (n = 148). Of the 230 cases identified from medical records, 138 (60%) were male and 226 (98%) had no underlying conditions. From questionnaire responses, 113 of 228 (50%) cases reported duty restrictions. Of cases with respiratory specimens, 36 of 50 (72%) were HAdV positive; all 14 sequenced specimens were HAdV-4a1. Sixteen (89%) of 18 environmental specimens from the cadet dormitory were HAdV-positive. The HAdV-4-associated outbreak infected a substantial number of cadets and significantly impacted cadet training. Routine vaccination could prevent HAdV respiratory outbreaks in this population.

Model for Developing and Assessing Critical Thinking Skills in an Undergraduate Civil Engineering Program

This paper presents a model for developing and assessing critical thinking in an undergraduate program. The 21st Century Bloom’s Taxonomy provides a framework for creating classroom materials that fosters the development and advancement of critical thinking skills. Furthermore, the paper presents an instrument for assessing students’ critical thinking progression and development. The proposed strategy is based on a specifically developed process where students are guided to progress from a lower to a higher level of cognitive thinking level during four years of undergraduate study. Placement of course activities in a specially designed sequence, as well as the use of specifically designed critical thinking instructions and assessment process to achieve desired learning outcomes are vital to deliver an effective critical thinking program. The proposed model for advancement and assessment of critical thinking presented in this paper can be used by other programs that plan to implement effective strategy for critical thinking. An example of the Civil Engineering undergraduate program at the United States Coast Guard Academy is presented to illustrate this effective strategy.

“Corps” leadership: a cadet perspective on shared leadership

PurposeThe purpose of this paper is to enhance understanding of shared leadership in a military academy setting.Design/methodology/approachA qualitative methodology was selected to ask senior cadets about a shared leadership concept at the United States Coast Guard Academy, known as the “corps leading the corps.” Cadets responded to, “what does the corps leading the corps mean to you?” via a paper and pencil survey. Cadet responses were coded using content analysis.FindingsThree higher-order dimensions emerged from the data: autonomy and empowerment, developing self and others, and role modeling.Originality/valueThe paper provides emerging leaders’ commentary to incorporating a shared leadership concept within an educational environment.

Advancing Effective Leaders: An Example of the Management Education at the US Coast Guard Academy

Effective leaders are essential to the success of their organizations. As organizations require leaders who are professionally ready, business academic programs are responsible for educating their students to be able to effectively lead across cultural, religious, political, and organizational boundaries. This paper presents an academic strategy for leadership development that was advanced by the Department of Management at the United States Coast Guard Academy. According to the program’s goals, students are expected to discover and master their own leadership style as well as to advance businesses competencies, critical thinking, and communication skills. The strategy of professional development must be advanced over four years of undergraduate study in order to produce leaders who will effectively fulfill the mission of their own organization.

Strategy for Information Literacy Development: Management Undergraduate Program at U.S. Coast Guard Academy

The paper presents an integrated approach of teaching and assessing information literacy at the United States Coast Guard Academy, with specific examples from the Management Program. The success of information literacy at United States Coast Guard Academy is based on the Indiana University framework, a successful collaborative environment, and a new core curriculum that uses a threading approach to expand IL development across disciplines and throughout the four-year curriculum. The future success of IL at CGA will depend on regular assessment and improvement of student development in this critical skill that is essential for success in college, in career advancement, and in life.

Redesigning the Student Learning Approach through Personality Types and Pedagogies, A Case Study in an Undergraduate Engineering Course

As the National Science Foundation and engineers throughout the world seek to strengthen the future of the engineering profession, the Civil Engineering (CE) program at the United States Coast Guard Academy embodies this initiative with a student focused approach. One course in particular, Materials for Civil and Construction Engineers (CE Materials), was restructured focusing on multiple pedagogies (e.g. traditional chalkboard writing, presentations, field trips, labs, etc.) to appeal to different student learning preferences and create a more inclusive learning environment. Utilizing the Myers-Briggs Type Indicator, instructors focused on the first two dichotomies, Extroversion vs. Introversion and Sensing vs. Intuition. With an innovative approach towards CE Materials, the goal of stimulating independent thinkers and assisting students with the retention of core course material is being achieved across a range of student learning preferences. By teaching the course in a way that encompasses all learning preferences, a greater breadth of students can succeed in and enjoy a civil engineering curriculum.

Table of Contents

Abstract Cover Story Automate transfer credit evaluation with imaging technology Use imaging technology to improve service to students, make better use of staff member time Connected systems boost functionality, access Consider how imaging system can benefit many units News & Notes Indictments handed down in 7 California loan‐fraud schemes California community colleges adopt enrollment priorities Diploma mill graduates wait for $22.7 million payout Out‐of‐state tuition charges can't be based on parents' status Compliance Educate your campus about FERPA Trends Consider how MOOCs could impact higher education Why offer free online classes? Where can students take courses besides a college, university? What Would You Do? How do you make sure students get courses they need? Professional Development Ignore the pressure to act: Pencil in time to think Take time to nurture yourself Lawsuits & Rulings FERPA Student can't assert FERPA in court to access education records University must provide TV network with redacted student records DISABILITY OCR notes that academic failure wasn't due to disability Leaders & Innovators DONALD E. DYKES, REGISTRAR, UNITED STATES COAST GUARD ACADEMY Put students first to encourage graduation Engage with peers through professional association

Stress Management and the Motives of Restorative Events at the United States Coast Guard Academy

The United States Coast Guard Academy seeks to develop leaders of character to become officers and manage its numerous missions. During training, cadets receive multiple stressors from their academic, military, and athletic responsibilities, not to mention the social stressors of friends and family. To become leaders of character, cadets need to effectively manage these stressors. This study reviewed cadets' motives leading to effective and noneffective stress management techniques they employed. During the winter of 2008, cadets described their stressors and stress reduction techniques (restorative events) and evaluated their efficacy based on the factors of attention restoration theory (ART). Discriminant analysis identified several motives associated with restorative events; however, many of the common events employed by cadets did not include components of ART, indicating that these events may not be effectively mitigating stress. A follow-up logistic regression indicated that stress reduction was based on restorative events performed to escape routine and role overloads, provide achievement, teach or share skills, and enjoy nature. Events affording low restoration involved motives of physical rest, learning, and physical fitness. Recommendations to improve cadets' stress management are discussed.

Indoor Geolocation System Operational Test Results

: Over the past 2 years, the United States Coast Guard Academy has been developing an indoor, spread spectrum geolocation system to track personnel inside buildings under a project funded by the Defense Advanced Research Projects Agency (DARPA) Small Unit Operations Geolocation program. The system has evolved from a single time difference (TD) engineering testbed to a fully functional, six-receiver geolocation system. A hand-held transmitter is carried by the soldier. Six wideband receiver antennas are placed outside the structure with GPS one-pulse-per-second and a reference transmitter supplying sampling time synchronization to all the receivers. In tests, a solution converged every 1 s over the 3,000 samples taken at 28 different points throughout the test area, while 90 percent of the fixes fell within an error circle radius of 2.86 m. The live demonstration of the system reflected its ability to track the individual during a hostage recovery scenario.

Higher-Order Abilities Conceptualized with in Guilford's Structure-Of-Intellect (Soi) Model for a Sample of United States Coast Guard Academy Cadets: A Reanalysis of an Soi Data Base

This study was undertaken to provide empirical validation of the first-order and higher-order factor structures of the structure-of-intellect (SOI) model conceptualized by Guilford. Both confirmatory maximum likelihood and exploratory (varimax and promax) factor analytic methodologies were employed to reanalyze an existing correlational data base (N - 178) involving 20 SOI experimental tests, 9 Coast Guard aptitude tests, and 10 Coast Guard criterion measures originating from the University of Southern California Aptitudes Research Project Report Number 13 entitled "The Relation of Certain Thinking Factors to Training Criteria in the U.S. Coast Guard Academy" (Guilford, Kettner, and Christensen, 1955). Although nine of the originally identified 11 first-order orthogonal factors could be replicated, oblique solutions involving higher-order factors accounted for a larger proportion of covariance among the test and criterion measures than did orthogonal solutions. The presence of identifiable first-order and higher-order correlated factors as well as a general factor suggested that the SOI model could be reconceptualized as a pyramid-like hierarchical theory of intelligence.

A PLACEMENT PROCEDURE USING REGRESSION ANALYSIS AT THE UNITED STATES COAST GUARD ACADEMY

ABSTRACT Mathematics departments throughout the United States are concerned with the large number of failures and dropouts in freshman calculus courses. Some studies put the figure as high as fifty percent. Currently considerable effort is being expended by educators and professional mathematics organizations to reverse this trend. It is clear that standardized test scores (aptitude) and high school grades are not a measure of calculus readiness. The Mathematics Department at the United States Coast Guard Academy has been using a multiple linear regression model to predict grades in the first semester calculus course. The model uses the available data on incoming cadets as one part of a total placement procedure. Information gleaned from such procedures reduces errors stemming from underestimating or overestimating a student's capabilities in calculus courses. The literature is replete with studies that predict term or cumulative grade point averages. Very little has been done to predict performance in individual courses. The regression model includes standardized test scores, high school rank, types of mathematics courses taken in high school, three achievement related exams and several other independent variables. The three achievement related exams: Algebra Diagnostic, Trigonometry Diagnostic and the Precalculus take approximately two hours to administer and are the best predictors for success in the first calculus course. These exams are readily available through the Educational Testing Service and the Mathematics Association of America. Information gleaned from placement programs will benefit the student and an item analysis of the placement exams could aid in establishing course content for the precalculus program.

Principal Design Features Of the New Coast Guard Icebreaker

Naval Engineers JournalVolume 83, Issue 2 p. 49-52 Principal Design Features Of the New Coast Guard Icebreaker COMMANDER DAVID M. KAETZEL, COMMANDER DAVID M. KAETZEL USCG DAVID M. KAETZEL, is a 1951 graduate of the United States Coast Guard Academy. His graduate work has included instruction in Naval Architecture, Marine Engineering at M.I.T. leading to an M.S. degree in 1959. As an Engineering Duty Officer, he has served in various assignments, which include: Engineer Officer, CGC CHINCOTEAGUE and CGC OWASCO; Assistant Chief, Naval Engineering Branch Coast Guard District 5; Chief, Naval Engineering Branch, Coast Guard District 14; Chief, Steel Vessel Construction Staff, Coast Guard YARD, Curtis Bay, Md.; and Chief, Special Projects Branch, Coast Guard HQ, Washington, D.C. He assumed his present assignment as Chief, Industrial Department, Coast Guard Yard, Curtis Bay in August 1970.Search for more papers by this author COMMANDER DAVID M. KAETZEL, COMMANDER DAVID M. KAETZEL USCG DAVID M. KAETZEL, is a 1951 graduate of the United States Coast Guard Academy. His graduate work has included instruction in Naval Architecture, Marine Engineering at M.I.T. leading to an M.S. degree in 1959. As an Engineering Duty Officer, he has served in various assignments, which include: Engineer Officer, CGC CHINCOTEAGUE and CGC OWASCO; Assistant Chief, Naval Engineering Branch Coast Guard District 5; Chief, Naval Engineering Branch, Coast Guard District 14; Chief, Steel Vessel Construction Staff, Coast Guard YARD, Curtis Bay, Md.; and Chief, Special Projects Branch, Coast Guard HQ, Washington, D.C. He assumed his present assignment as Chief, Industrial Department, Coast Guard Yard, Curtis Bay in August 1970.Search for more papers by this author First published: April 1971 https://doi.org/10.1111/j.1559-3584.1971.tb03620.xCitations: 1 AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume83, Issue2April 1971Pages 49-52 RelatedInformation

LASER DEMODULATION, TESTS AND CONCLUSIONS

Naval Engineers JournalVolume 79, Issue 5 p. 803-809 LASER DEMODULATION, TESTS AND CONCLUSIONS LIEUTENANT (J.G.) DAVID H. AMOS, LIEUTENANT (J.G.) DAVID H. AMOS U.S.C.G THE AUTHOR: graduated with high honors from the United States Coast Guard Academy in 1965. During the Spring term of that year he participated in the Academy's Scholars Program, through which selected first class cadets are allowed to pursue a thesis project in lieu of the normal curriculum. It was during this term the paper “Lasers and Communications” was written. Lieutenant Amos is presently assigned as an assistant engineer aboard the U.S. Coast Guard Cutter ABSECON (WHEC-374) in Norfolk, Virginia.Search for more papers by this author LIEUTENANT (J.G.) DAVID H. AMOS, LIEUTENANT (J.G.) DAVID H. AMOS U.S.C.G THE AUTHOR: graduated with high honors from the United States Coast Guard Academy in 1965. During the Spring term of that year he participated in the Academy's Scholars Program, through which selected first class cadets are allowed to pursue a thesis project in lieu of the normal curriculum. It was during this term the paper “Lasers and Communications” was written. Lieutenant Amos is presently assigned as an assistant engineer aboard the U.S. Coast Guard Cutter ABSECON (WHEC-374) in Norfolk, Virginia.Search for more papers by this author First published: October 1967 https://doi.org/10.1111/j.1559-3584.1967.tb05137.x AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume79, Issue5October 1967Pages 803-809 RelatedInformation

LASERS THEORY

Naval Engineers JournalVolume 79, Issue 2 p. 179-188 LASERS THEORY LIEUTENANT (jg) DAVID H. AMOS, LIEUTENANT (jg) DAVID H. AMOS DAVID H. AMOS graduated with high honors from the United States Coast Guard Academy in 1965. During the Spring term of that year he participated in the Academy's Scholars Program, through which selected first class cadets are allowed to pursue a thesis project in lieu of the normal curriculum. It was during this term the paper “Lasers and Communications” was written. Lieutenant Amos is presently assigned as an assistant engineer aboard the U.S. Coast Guard Cutter ABSECON (WHEC-374) in Norfolk, Virginia.Search for more papers by this author LIEUTENANT (jg) DAVID H. AMOS, LIEUTENANT (jg) DAVID H. AMOS DAVID H. AMOS graduated with high honors from the United States Coast Guard Academy in 1965. During the Spring term of that year he participated in the Academy's Scholars Program, through which selected first class cadets are allowed to pursue a thesis project in lieu of the normal curriculum. It was during this term the paper “Lasers and Communications” was written. Lieutenant Amos is presently assigned as an assistant engineer aboard the U.S. Coast Guard Cutter ABSECON (WHEC-374) in Norfolk, Virginia.Search for more papers by this author First published: April 1967 https://doi.org/10.1111/j.1559-3584.1967.tb05280.x AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume79, Issue2April 1967Pages 179-188 RelatedInformation

Automated Analog Programming In Hybrid Systems

Naval Engineers JournalVolume 78, Issue 5 p. 895-899 Automated Analog Programming In Hybrid Systems A Method of Making the Analog Computer Accessible to All Engineers ENSIGN JOHN H. HANNA III, USCG, ENSIGN JOHN H. HANNA III, USCG The Authors are 1966 graduates of the United States Coast Guard Academy. For the past year they have been engaged in the Academy Scholars Program, which allows selected First Class Cadets at the Academy to devote the greater percentage of their academic hours to advanced study. Their investigation was entitled “Project AMTRAP,” Automated Methods for Translating and Patching in Hybrid Systems. It concerned itself with the development of automatic methods for programming analog computers, and the design and construction of a simple hybrid system for test purposes. Their work in the project forms the basis for this paper. They are currently assigned as student engineers on Coast Guard Cutters, Ensign Hanna on the CASTLE ROCK in Boston, Massachusetts, and Ensign Millan on the MENDOTA based in Wilmington, North Carolina. Both are members of the Institute of Electrical and Electronics Engineers.Search for more papers by this authorENSIGN HAROLD E. MILLAN JR. USCG, ENSIGN HAROLD E. MILLAN JR. USCG The Authors are 1966 graduates of the United States Coast Guard Academy. For the past year they have been engaged in the Academy Scholars Program, which allows selected First Class Cadets at the Academy to devote the greater percentage of their academic hours to advanced study. Their investigation was entitled “Project AMTRAP,” Automated Methods for Translating and Patching in Hybrid Systems. It concerned itself with the development of automatic methods for programming analog computers, and the design and construction of a simple hybrid system for test purposes. Their work in the project forms the basis for this paper. They are currently assigned as student engineers on Coast Guard Cutters, Ensign Hanna on the CASTLE ROCK in Boston, Massachusetts, and Ensign Millan on the MENDOTA based in Wilmington, North Carolina. Both are members of the Institute of Electrical and Electronics Engineers.Search for more papers by this author ENSIGN JOHN H. HANNA III, USCG, ENSIGN JOHN H. HANNA III, USCG The Authors are 1966 graduates of the United States Coast Guard Academy. For the past year they have been engaged in the Academy Scholars Program, which allows selected First Class Cadets at the Academy to devote the greater percentage of their academic hours to advanced study. Their investigation was entitled “Project AMTRAP,” Automated Methods for Translating and Patching in Hybrid Systems. It concerned itself with the development of automatic methods for programming analog computers, and the design and construction of a simple hybrid system for test purposes. Their work in the project forms the basis for this paper. They are currently assigned as student engineers on Coast Guard Cutters, Ensign Hanna on the CASTLE ROCK in Boston, Massachusetts, and Ensign Millan on the MENDOTA based in Wilmington, North Carolina. Both are members of the Institute of Electrical and Electronics Engineers.Search for more papers by this authorENSIGN HAROLD E. MILLAN JR. USCG, ENSIGN HAROLD E. MILLAN JR. USCG The Authors are 1966 graduates of the United States Coast Guard Academy. For the past year they have been engaged in the Academy Scholars Program, which allows selected First Class Cadets at the Academy to devote the greater percentage of their academic hours to advanced study. Their investigation was entitled “Project AMTRAP,” Automated Methods for Translating and Patching in Hybrid Systems. It concerned itself with the development of automatic methods for programming analog computers, and the design and construction of a simple hybrid system for test purposes. Their work in the project forms the basis for this paper. They are currently assigned as student engineers on Coast Guard Cutters, Ensign Hanna on the CASTLE ROCK in Boston, Massachusetts, and Ensign Millan on the MENDOTA based in Wilmington, North Carolina. Both are members of the Institute of Electrical and Electronics Engineers.Search for more papers by this author First published: October 1966 https://doi.org/10.1111/j.1559-3584.1966.tb04160.x AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume78, Issue5October 1966Pages 895-899 RelatedInformation

CONSTRUCTION OF SOME JUDGMENT SPACES

ABSTRACTCritical factors in the differing reactions of observers toward known persons, and thus important ones for interpersonal relations, are the preconceptions which observers bring to particular social situations. Because of inherent difficulties in communicating through language the organization of these preconceptions, use of dimensional judgment models for studying these preconceptions is proposed. These dimensional models require estimation on an interval scale of interstimulus distances (relative interpoint distances). Measurement of relative interpoint distances may be achieved using judgments of relative similarity of stimulus pairs.Multidimensional scaling studies of a variety of stimulus types have been conducted in the past. In none of these have the assumptions required been tested in applications where known persons are the stimuli. Hence, the general objective of the present experiment is the application of two multidimensional scaling methods to construction of judgment spaces where the points are known persons, and that testing of the assumptions required may be accomplished. To this end specific objectives of the present study are: to determine whether the Complete Method of Triads and the Method of Successive Intervals yield similar results in terms of interpoint distance differences; to determine whether in terms of relative interpoint distances judgments of similarity with respect to a general trait yield results similar to those when judgments of similarity are made with respect to a domain defined by specific instances of relevant behavior; to determine whether the body of assumption agrees with observed data in terms of goodness of fit; and to determine the dimensionality of the space, observing whether coordinates on the respective dimensions relate to peer nominations of the trait judged. To accomplish these specific objectives two experiments were conducted. In the first of these, 86 first classmen (seniors) from the United States Coast Guard Academy provided judgments of similarity with respect to Adaptability using the Complete Method of Triads and the Method of Successive Intervals. In addition, Successive Intervals judgments of similarity with respect to a behavioral domain defined by a list of specific behaviors (all behaviors were, in the experience of the Cadets, related to the concept of Adaptability) were obtained. Finally, peer nominations of “most adaptable” and “least adaptable,” gathered several weeks prior to the conduct of the scaling experiment, were obtained.In the second experiment, two groups of Naval Aviation Cadets provided judgments of similarity with respect to Leadership. There were 20 judges in one group and 21 judges in the other. The Cadets had known each other for about fourteen weeks.In terms of the specific objectives, the results of the studies conducted were that: interpoint distance differences obtained by the Complete Method of Triads and the Method of Successive Intervals correlated .88, indicating that the underlying spaces are essentially the same; relative interpoint distances obtained using the general term “adaptability” and those obtained using a specific set of behaviors to define the trait domain correlated .93, indicating that the underlying spaces are essentially the same; theoretical proportions, computed using parameters obtained through the scaling, have a good approximation to the observed proportions; and the dimensionality of the obtained spaces was three—one with large variation and the other two with less variation than the large one but about equal to each other. The first dimension in the Adaptability space correlated −.92 with peer nominations of adaptability while the other two dimensions were essentially unrelated to the peer nominations. These results supported acceptance of the dimensional model, together with the scaling techniques. It is not felt, however, that the adaptability concept was resolved into component parts. Implications of these results are discussed.

A METHOD FOR DETERMINING THE AVERAGE AUDIBLE RANGE OF A SOUND SIGNAL

Journal of the American Society for Naval EngineersVolume 70, Issue 2 p. 341-348 A METHOD FOR DETERMINING THE AVERAGE AUDIBLE RANGE OF A SOUND SIGNAL LIEUTENANT JOHN E. WESLER, LIEUTENANT JOHN E. WESLER U.S.C.G. THE AUTHOR is a graduate of the United States Coast Guard Academy, receiving his Bachelor of Science degree and commission in the Coast Guard in 1949. After serving two years in the USCGC MENDOTA, he entered M.I.T. and earned a Master of Science degree in 1952, majoring in Acoustics. He then earned a Master of Science degree in Optics in 1954 at the University of Rochester. He is presently assigned to the Civil Engineering Division, Office of Engineering, Coast Guard Headquarters, Washington, D. C., working in the field of aids to marine navigation.Search for more papers by this author LIEUTENANT JOHN E. WESLER, LIEUTENANT JOHN E. WESLER U.S.C.G. THE AUTHOR is a graduate of the United States Coast Guard Academy, receiving his Bachelor of Science degree and commission in the Coast Guard in 1949. After serving two years in the USCGC MENDOTA, he entered M.I.T. and earned a Master of Science degree in 1952, majoring in Acoustics. He then earned a Master of Science degree in Optics in 1954 at the University of Rochester. He is presently assigned to the Civil Engineering Division, Office of Engineering, Coast Guard Headquarters, Washington, D. C., working in the field of aids to marine navigation.Search for more papers by this author First published: May 1958 https://doi.org/10.1111/j.1559-3584.1958.tb05893.x AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume70, Issue2May 1958Pages 341-348 RelatedInformation

THE VALIDITY OF EXPERIMENTAL PREDICTORS OF ADAPTABILITY AT THE COAST GUARD ACADEMY, SUMMER 1950

ABSTRACTA part of the psychological program at the United States Coast Guard Academy consists of an extended series of academic entrance tests. To accompany these an effort has been made to develop tests to predict the leadership or “adaptability for service” ratings made of cadets at the Academy in connection with all of their activities. This article discusses a validation study of some personality and other measures given to entering cadets in the summer of 1950. Adaptability ratings made during the first year at the Academy, while consistent with one another, were found to be unrelated to academic entrance tests, course grades, and, to a large extent, to the experimental tests administered in this study. However, there was confirmation of earlier findings that memory is of importance to these ratings, and there were significant findings that social ability and a tendency to overstate one's knowledge fit slightly into the picture of adaptability.

Analysis of Criteria for the Validation of Selection Measures at the United States Coast Guard Academy

Analysis of Criteria for the Validation of Selection Measures at the United States Coast Guard Academy

A factor analysis of aptitude and achievement entrance tests and course grades at the United States Coast Guard Academy.

A factor analysis of aptitude and achievement entrance tests and course grades at the United States Coast Guard Academy.