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Group Title: Resource guide for personal career orientation
Title: A Resource guide for personal career orientation
ALL VOLUMES CITATION THUMBNAILS PAGE IMAGE ZOOMABLE
Full Citation
STANDARD VIEW MARC VIEW
Permanent Link: http://ufdc.ufl.edu/UF00096228/00002
 Material Information
Title: A Resource guide for personal career orientation
Alternate Title: Personal career orientation
Physical Description: 2 v. : ill. ; 28 cm.
Language: English
Creator: Florida Department of Education
Publisher: Florida Department of Education
Place of Publication: Tallahassee, Fla.
Publication Date: 1973
 Subjects
Subject: Home economics -- Vocational guidance   ( lcsh )
Genre: government publication (state, provincial, terriorial, dependent)   ( marcgt )
non-fiction   ( marcgt )
 Notes
Statement of Responsibility: State of Florida, Dept. of Education, Division of Vocational, Technical and Adult Education, Home Economics Education Section.
General Note: Cover title: Personal career orientation.
General Note: "Florida pre-vocational home economics education."
General Note: "Reprint 1974."
General Note: Florida Department of Education Bulletin no. 75 H-12
 Record Information
Bibliographic ID: UF00096228
Volume ID: VID00002
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: oclc - 22350777

Table of Contents
    Front Cover
        Front Cover 1
        Front Cover 2
    Appendix
        Page 33
        Page 33a
        Page 34
        Page 35
        Page 36
        Page 37
        Page 38
        Page 39
        Page 40
        Page 41
        Page 42
        Page 43
        Page 44
        Page 45
        Page 46
        Page 47
        Page 48
        Page 49
        Page 50
        Page 51
        Page 52
        Page 53
        Page 54
        Page 55
        Page 56
        Page 57
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        Page 60
        Page 61
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        Page 64
        Page 65
        Page 66
        Page 67
        Page 68
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        Page 75
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        Page 78
        Page 79
        Page 80
        Page 81
        Page 82
    Back Cover
        Back Cover
Full Text














PERSONAL CAREER ORIENTATION


appendix


FLORIDA
PRE-VOCATIONAL
HOME ECONOMICS
EDUCATION





OCTOBER 1973
BULLETIN #75 H-12
Reprint 1974











PERSONAL CAREER ORIENTATION


APPENDIX








STATE OF FLORIDA
DEPARTMENT OF EDUCATION
DIVISION OF VOCATIONAL, TECHNICAL AND ADULT EDUCATION
HOME ECONOMICS EDUCATION SECTION


This reprint of a public document was promulgated at an annual cost of
$180.96 or $.18 per copy to provide direction and resource materials
for Florida Home Economics teachers who are instructing in the pre-
vocational program.



FURTHER INFORMATION REGARDING THIS BULLETIN MAY BE SECURED THROUGH
MISS ALLIE FERGUSION, ADMINISTRATOR, HOME ECONOMICS EDUCATION, KNOTT
BUILDING, TALLAHASSEE, FLORIDA 32304


















p 's 13 ,
?,o75"O T?54~k





L~KI




Appendix #1


WHO AM I?

DIRECTIONS: Numbers 1, 2 and 3 will be used to determine how you measure
up. THIS WILL NOT BE GRADED OR EVEN COLLECTED. Just look into the mirror
and answer #1 if very good, #2 if good, or #3 if fair. Now let's find out
your strong and weak points.



PART A: PHYSICAL CHARACTERISTICS Below is some space. Make a short
notation of your strong points and
1. Physical stamina ___ your weak points.
2. Strength
3. Manual skills in general



PART B: MENTAL CHARACTERISTICS

1. Concentration
2. Persistence
3. Memory for faces
4. Memory for numbers
5. Memory for general facts
6. Memory for visual things
7. Imagination or creativity
8. Logic or reasoning powers



PART C: VALUES, FEELINGS, PERSONALITY Make a general statement about yourself
here.
1. Would you go into a job just
because your family wanted you
to? (yes, no)
2. Would you go into a job just
because your parents wanted it and
you deep down wanted it too
thereby satisfying all?
3. Is money important to you?
4. Is prestige important to you?
5. Do you have patience?
6. Do you have self-control?
7. Can you tolerate frustration?
8. Do you get along with your own
age group?
9. Do you relate with older people
well?
10. Do you think you answered all of
the above honestly?





Appendix #2


Personal Coat-of-Arms





Appendix #2 (Cont')


DIRECTIONS: Answer each of the following questions by drawing in

the appropriate area of your coat of arms a picture,

design or symbol.


1. What do you regard as your greatest personal achievement to date?


2. What do you regard as your family's greatest achievement?


3. What is the one thing that other people can do to make you happy?


4. What do you regard as your own greatest personal failure to date?


5. What would you do if you had one year to live and were guaranteed
success in whatever you attempted?


6. What three lines would you most like to be said of you if you died
today?




4*'


Appendix #3


TEST YOUR MATURITY


1. Do you have fits of temper when
things do not go your way?

2. Are you making the most of your
talents and abilities?

3. Do you constantly pity yourself?

4. Is your first impulse to be kind
on all occasions?

5. Can you accept disappointments
gracefully?

6. Do you interrupt people when they
are talking because you wish to
speak?

7. Do you have lots of friends?

8. Do you dislike meeting new people?

9. Can you see another person's point
of view without getting angry?

10. Do you look for the good instead
of the faults in others?

11. Do you accept a job and stick to
it until you have finished?

12. Can you easily forgive others when
they do wrong?

13. Are your feelings easily hurt?

14. Are you critical of other people?

15. Are you at ease in groups?


Frequently Occasionally Never











16. Do you hesitate to make your own
decisions?

17. Do you feel other people have all
the luck?

18. Do you dislike asking for help?

19. Do you try to get others to talk
instead of talking about yourself?

20. Do you worry about your health?

21. Do you enjoy daydreaming rather
than actually doing things?

22. Do you like to be the center of
attention?

23. Do you feel you have to do what
the group does?

24. Do you put things off?

25. Do you cry over little things?

26. Are you shy?

27. Can your family and others depend
on you?

28. Can you take a joke?

29. Are you generous to others with
your time?

30. Do you feel you are tired when
there really is no reason for it?


Frequently Occasionally Never





Appendix #4


Who Am I?


Inherited Traits


Acquired Traits


The Individual'


Classify the following characteristics as being primarily inherited or
primarily acquired by writing the traits in the correct squares above:


Your
Your
Your
Your
Your
Your
Your
Your
Your
Your


eye color
manner of speech
values
sex (male or female)
mental capacity
potential height
physical resemblance to ancestors
skill in sewing
eating habits
fears and anxieties





Appendix #5


Skit illustrating personality types. Assign students into the various roles
It is recommended that students be given some time to practice their roles.
may discuss the skit when it is completed and decide which person or persons
like to he.


THE MAGIC LOOKING GLASS


of the skit.
The class
they would


Today we are going to perform a bit of magic right here in class. I am able
to show you a magic looking glass. As we look into this magic looking glass
perhaps you will see yourself as others see you. Wait a minute, I am begin-
ning to have a vision right now. Yes, it looks like old faithful complaining
Carol. I wonder what her main complaints are this morning. Let's listen.


COMPLAINING CAROL: I am so tired this morning. My mother made me wash dishes last
night and my hands are still rough. That science teacher gave me 2 pages
extra work for the days I missed. That is just terrible. I hate the color
of the sky and there is too much sand in my shoes. I wish these classrooms
weren't so cold. Aren't those school lunches terrible? I just hate every
thing.


Carol really thinks she has problems, doesn't she? Did any of you see yourself
in Carol? Sometimes we feel that we need to complain about a problem but do
you complain all the time? Better you should be like Cheerful Charlene. As we
re-enter our magic world, we find Charlene knocking on the door of her grand-
mother's house. Let's see if she is happy or sad today.


CHEERFUL CHARLENE: (Scene opens as Charlene knocks on the door of her grandmother's
house. Her grandmother is inside rocking and knitting.)


Gram:


Charlene:




Gram:



Charlene:


Gram:


Come in.


Hi Grams, I just thought I'd drop by and say hello on my way home
from school. I can't stay long though as I must get home and
babysit for my little brother Tommy. Mother is going to the
beauty shop.

It was thoughtful of you to come by Charlene. Seeing your bright
smiling face cheers me up. Don't you dislike babysitting after
a hard day at school?

Well, there are other things I could do but I know mom feels so
much better with her hair fixed. I think Tommy enjoys going for
a walk with me, too. I had better go. I'll see you tomorrow
after school.

Good by Charlene. My that little visit gave me a lift. Such a
thoughtful girl.


There is quite a difference between Carol and Charlene. Do you accept
responsibilities and tasks as cheerfully as Charlene or are you an unhappy
grumbler? The magic looking glass seems to be pointing on Conceited
Clarence now. It looks like we might catch him just before he enters
Science class. Hey, Clarence, how are things going?


NARRATOR:


NARRATOR:


NARRATOR:








CONCEITED





NARRATOR:







SARCASTIC





NARRATOR:


FRIENDLY FREDDY: Hi,There! You are the new girl in school, aren't you? We are glad
to meet a new student. You are from Georgia,aren't you? Someone told me
you play the piano well. Perhaps you could join our band. Have you met
all your.teachers yet? Why don't you walk with me to math and I'll intro-
duce you to some of the kids. (Choose a girl to be the new student, student
simply responds with yes and no to the questions asked.)


My magic mirror is zeroing in on the juicy gossip of the week in the gossip
headquarters, Gossiping Gertrude's bedroom. Gossiping Gertrude is very
bad about spreading rumors. Let's listen and see what she is saying on the
telephone to Mary.

GERTRUDE: (Scene opens as Gertrude sits on the bed and talks on the telephone.)
Mary, have I got some news for you. Frieda Frankinstein got a real whipping
by her mother after coming home late last Saturday night. Now don't tell
anyone because Frieda made me promise not to tell anyone. I heard a rumor
that' Mr. Anderson's class in P.E. really ran all over him and half of them
went to the store for icee's. I guess I don't have anymore news. What's
that? (Pause) You failed your last English Exam! Gee, that is really
tough. Well, so long, I've got to go. (Hangs up the phone) Hey, I can't
wait to talk to Jane to tell herabout MaryA failing her English test.

So that's the latest scoop. If you saw yourself in the magic mirror, think
how easily you could lose friends being like Gossiping Gertrude. Do you think
Mary will remain her friend after she tells everyone about her failing her
English exam? I feel so sorry for people that are so shy like poor Susan.
Watch Susan through the magic mirror and see how it is like to be shy. The
scene opens in the guidance office. Mr. Rayburn, the guidance director is
talking with Susan. Let's listen in.


Appendix #5
(Continued)

CLARENCE: I've got all A's so far in science and I am doing fabulous work in
all my other classes, too. My teachers really like me. They think I am so
smart. Do you like my new suede jacket? It cost $50. I notice lots of girls
looking at me. Do you like P.E.? That's one thing about me. I can usually
win most games I play. Got to go now, be careful, don't touch my jacket.

Wow, I guess we know what Clarence thinks of himself. I mean, we all know
you have to like yourself but he goes overboard. I wonder why he needs to
brag like that. Do you suppose he really feels insecure and unloved? I
hope none of you out there saw yourself that time. It wasn't a very nice
reflection. Wait a minute, I think I see Sarcastic Sarah coming up to the
Magic Looking Glass. Boy, she can say some pretty mean things. I guess I
had better speak to her. "Sarah, how are you today?"

SARAH: Amy, that is such a pretty dress you have on today. Isn't that the
same dress you wore a couple times last week? Wow, look at that teacher's
hair. I guess she really thinks she is a fashion plate. Did you hear the
way Marie answered that question, (mimic fashion) "Yes, Ma'am. I'll do that
right away,Ma'am." People make me sick.

People like that make me so angry. I think that if I saw Sarcastic Sarah
in my mirror, I would think right away how I could change my personality.
I don't think Sarah has many friends. Here comes someone that just looks
friendly. I think his name is Freddy. Friendly Freddy would be a good
name for him.


NARRATOR:




GOSSIPING










NARRATOR:





Appendix #5 (Con't)


SHY SUE: (Stage--a man sitting behind a desk and a young girl in front of the desk.
Her head is down so it is difficult to see her face.)
Mr. Rayburn: Sue, I asked you to come to me so we could talk about the problem
you have of being so shy.
Susan: (lifting her head just a little) I don't want people to laugh
at me. I don't read very well and I don't speak English too
well either.
Mr. Rayburn: Are you very quiet at home also,Susan?
Susan: No, I know everyone there. They won't laugh at me. I have to
take care of my little brothers and sisters.
Mr. Rayburn: Why don't you read lots of stories to your brothers and sisters.
In this way you could improve both your English and your reading
ability. Do you have any special interests, Susan?
Susan: Well, I do a lot of crocheting at home.
Mr. Rayburn: The home economics teacher has a needle work club before school
every morning. Perhaps if you joined the club you would meet
some people with the same interests as you. Oh, and another
thing,Susan, you have such pretty brown eyes. Don't be afraid
to look at other people and smile---
Susan: Thank you very much for the advice,Mr. Rayburn. I'll ask my
mother if I can join that club.


NARRATOR:


TALKER TINA


NARRATOR:


I think now Sue realizes that she has a lot to be proud of and that people
will respect her for being brave and speaking out. Perhaps that new club
will help her. Talker Tina is the last personality our magic mirror will
show. She is certainly not shy, oh no, she talks too much. Just listen.
That's all you can do with Tina around.

: (Scene opens with Tina and Rachael sitting in the lunchroom eating lunch.)
Tina: I'm sorry we don't have a longer lunch period. I like to take time
to enjoy my meal. You know I used to hate green beans until one
day I was so hungry that even green beans tasted good. I guess I
have liked them ever since.
Rachael: I like most vegetables. My mother------
Tina: (Interupting Rachael) I guess I'll eat about anything now. Boy,
these hamburgers are good. I wonder what science class will be
like today.
Rachael: They did do experiments second period? I think they made------
Tina: I wonder what dress I should wear tomorrow. I guess my blue one.
Say did I ever tell you the story of the time my mother saw a
mouse in the kitchen. Well, it was so funny----------

A's we leave Tina the talker, we leave her still talking. Chances are Rachael
will be finding a new friend soon. A new friend that will be interested in
listening to her as well as talking about herself. Well, folks, I'm losing
my magical powers. The magic mirrors have shown us all the personalities they
are going to for today. Remember it is never too late to change poor person-
ality characteristics into good characteristics. We hope you enjoyed our
magic show.




Appendix #6


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Appendix #8


THINGS ON WHICH MY PARENTS AND I DON'T AGREE


MY APPEARANCE

SType of haircut

Use of make-up

SChoosing my own clothes

SBeing neat and clean

Other


HOURS

STime expected home

How I spend my time

Bedtime

Amount of time spent studying

Other


MONEY

Amount of spending money

After-school job

How I spend my money

Other_


SCHOOL

My grades

My study habits

Getting to school on time

Behavior at school

Other


MY CONDUCT

My manners

Obeying my parents

Practicing (music, dancing)

SChoice of TV programs

Other


HOME LIFE

Helping around the house

_Caring for younger brothers and sisters

SRoom of my own

Privileges I think I should have

Other


FRIENDS

___ The kind of friends I have

The amount of time I spend with my friends

Wanting to do what friends do

Other


FAMILY RELATIONSHIPS

___ Parents showing favorites

Wearing hand-me-downs

Family borrowing my things without my
permission
Sharing

Other






Appendix #9


Role Playing

I have tried all kinds of role playing in the past. Some worked; and some did not.
I have found that I am too dependent on the personal showmanship of one or two members
if I do not structure my role playing. I have also found that indivdiuals will not
"put out" if they feel unsafe (such as feeling afraid the class will make fun of them
for acting out a problem which was actually occurring in their own home). To better
my chances when counting on a role-play session, I'll go through a process with you and
see if you might agree that it could lead to an involving demonstration, guard against
the pitfalls I suggested, and provide a learning experience whereby the whole class can
observe dynamics and check receptions at the same time.

Structured Role Playing:

1. Ask for volunteers to play a father, mother, brother and sister (or any
other combination which you might wish to demonstrate).

2. Bring your volunteers together in the center of the room.

3. Ask your family to decide on a family name. They should make the decision
together and outloud. Mark it on the blackboard.

4. Ask each member to decide on his or her own first name, but to think through
to a decision aloud. Mark each decision on the blackboard.

5. Ask each member to decide on his respective age. Again have each of them
think through to a decision aloud. Write each age on the blackboard next
to the appropriate name. Please do not insist that there be any correspon-
dence between ages, whatever the volunteer chooses that is his age for the
role play.

6. Now set the characters. I have done this in one of two ways.

a) I ask another class member to picture himself as either the father or the
mother and to then call me, a family counselor, to seek help for the family.
As though in a phone conversation with this class member, I probe for a
statement of the family problem until I feel that the plot is set. I then
switch back to the "family" and let them act out the dynamics of this plot
with me as a reflective counselor. I try to help the family by making
sure that each member has a chance to state the situation as he feels it,
but in general I talk little. The telephoned plot is only a beginning.
The "family" elaborates and modifies it in any way the individual members
choose to by their actions.

b) If I have a specific item that I wish to demonstrate through role play,
I take the place of the caller as before. If I am the caller calling a
counselor, then it is best for me not to take the role of family counselor.
If, on the other hand, I wish to demonstrate the dynamics of a family
council I might take the part of mother or father suggesting a council to
the other partner elaborating my reasons as much as I feel necessary to
set the stage. It is important for the caller to act like he really is
the mother or father. This encourages the volunteer "family" to enter
into the role play immediately.






Appendix #9 (Cont')


7. Allow the role play to continue for as long a time as seems necessary.
Twenty minutes or so usually is enough time to begin to bring dynamics to
a head. Use your own judgment.

8. I then use one of two techniques for drawing benefit from the role play.

a) Once it is completed I open the situation to the class for general
discussion.

b) Once the volunteer "family" has begun to demonstrate its dynamics,
especially if a family council is in progress, I allow any member of
the class, who feels like he can assist, either to come to take the
place of one of the "family" members or to stand behind one of the
members and openly state what he thinks that family member is thinking.
I make sure that a class member who wants to help actually gets up and
moves into place. I do not allow them to shout out from their seats.
Using this method it seems better to allow a longer time to have the
problem worked through. But in any case, when the role play has bogged
down or the end of the period is approaching, I stop the role play
activity to allow open class discussion.

The profit in using role play is the discussion it engenders and the involve-
ment it produces. Role play of this type also allows students to work through
solutions to puzzles that arise and helps them learn from one another. I
would never force role playing on a class. The most a teacher can do is sug-
gest it and invite student participation.






Appendix #10


UNDERSTANDING PARENTS

In the columns headed "Yes" "No" and "Sometimes" place a check mark where it really
applies to you. If most of your checks are in the "Yes" column, you understand your
parents and they can't help but understand you. You are really growing up! But if
you find too many checks in the "No" column, do something right away!



YES NO SOMETIMES

1. I do certain daily tasks at home without complaining.

2. I let my father know that I appreciate him by doing little
things to please him.

3. I compliment Mother on certain foods she cooks.

4. I thank my parents when they do something nice for me.

5. I let my parents know where I am going and when I
expect to get home.

6. I spend some time with my parents. I don't keep away from
the house as much as possible.

7. I discuss some of my personal problems with my parents.

8. I tell my parents about some of the things I learn at
school.

9. I help to make our evenings interesting at home.

10. My parents and I discuss how much money it takes to run
our home.

11. I am reasonable about the amount of money I spend.

12. I am on time for my meals.



Here are some qualities of a good family member:

1. I do my share of the work without groaning.

2. I am cheerful.

3. I respect my family and do not act ashamed of it.

4. I realize that each member of my family has certain rights.

5. I show the members of my family that I love them.





Appendix #10 (Cont')




6. I do not tease or make fun of others in my family.

7. I don't do things that will cause my family to worry about me.

8. I sometimes help my brothers and sisters with a job they have to do.

9. I try not to lose my temper.

10. I help my family to save money.

11. I am neat about our house and about my room.

12. I suggest plans for family good-times.




Appendix #11


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Appendix Y/12


WHERE DID I GET MY VALUES?


CLUB
ACTIVITIES


SCHOOL


RADIO,


MOVIES


FAMILY


SOCIAL CLASS
BACKGROUND


WORK
EXPERIENCE


BOOKS,


PAPERS,


ADMIRED
PERSON


CHURCH


Draw pattern of puzzle on poster paper, cut, label and use
on tack board.




Appendix #13


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Appendix #14


Questionnaire---Friends


Is a friend always fun to be with?

Are most of your friends someone with whom you have something in common?

Can you trust a friend to keep a secret?

Are most of your friends loyal? If so, in what way?


Are your friends dependable?

Do you expect a friend to lend you money when you need it?

Would you rather have a talkative friend or a quiet one?

To be a good friend, do you have to be a good listener?

Do you think you should tell your problems to a friend?

Do you need friends or do you have enough?

Do you enjoy hearing the latest rumors from friends?


Why?


12. A true friend will let you copy his/her school work?

13. How many best freinds do you have?

How many general friends do you have?

14. When you meet new people, what is the first thing you notice about them?



15. Are most of the students at your school friendly?

16. Do you get along better with people your own age or people older than you?

Why?

17. Should a best friend be with you only? Why?



18. Should you take criticism from a friend?

19. If a friend teases you,how do you take it?



20. What do you expect from a friend? What qualities do you look for?





Appendix #15


PROGRESS RECORD

GUIDES TO BEING THOUGHTFUL OF OTHERS

DIRECTIONS: In- the left hand column, check these items on which you need to work. In
the spaces on the right, keep a record of your progress. Report to the class the three
characteristics you found hardest to do and the three items you found the easiest to do.



SUN MON TUE WED THU FRI SAT


1. Was respectful of the opinions of
others.


2. Trusted other people.


3. Laughed at my mistakes.


4. Kept my temper under control.


5. Did not tell things told to me in
confidence.


6. Complimented someone sincerely.


7. Did not violate the privacy of
others.


8. Showed generosity to friends.


9. Did not gossip.


10. Did not take friends for granted.


11. Talked about something other than
myself.


12. Got to know someone better.





Appendix #15 (Cont')


13. Made a new acquaintance.


14. Did something for a friend.


15. Did something at home without
being asked.


16. Was especially kind to a shy or
younger person.


17. Gave special attention to an
older person.


18. Said, "Thank you" whenever any-
one did something for me.





Appendix #16


GOOD MANNERS PRETEST


(True-False)

1. If you are introduced to someone but forget the name later, you may ask him/
her to repeat it for you.

2. It is not necessary to include a person's title (such as Doctor or Captain)
when making an introduction.

3. A woman never stands for an introduction.

4. When you ask a new person to come to your party, you must introduce him to
the rest of the group.

5. When you are visiting someone in his home, it is okay for you to stay longer
than you planned if you are having a good time.

6. If you spend the night with a friend and they have no maid, you will embarrass
them by trying to help.

7. When you are visiting in the home, you must follow the family's routine, even
if it is inconvenient for you.

8. It is more proper to be twenty minutes late for a party than to be on time.

9. When you arrive at a party, you should greet your hostess before you join the
other guests.

10. It is considered good manners to talk only to the people you know at a party.

11. You should not use better manners at a fancy restaurant than you use at home.

12. If you see a dish on the menu with which you are not familiar, you should ask
the waitress.

13. If you sneeze at the tables, you must excuse yourself.

14. If you accidentally spill some food or drink on the person next to you, you
must help them clean it off.

15. To act grown up at the table, you should taste everything.

16. You should ask to be excused before leaving the table.

17. You should help pass dishes and see that everyone is served before you begin
to eat.

18. A gentleman always rises when an older person enters a room.

19. When entering a crowded room, a gentleman should lead a woman across the room.





Appendix #16 (Cont')




20. A lady or gentleman should be niee to everyone, even those who displease him.

21. A lady or gentleman should always follow rules of etiquette even if it means
hurting someone's feelings.

22. It is not necessary to send a "thank you" note immediately.

23. When a door is closed, you always knock before entering.

24. When you make a telephone call and the other party answers you immediately say,
"Who's speaking?"

25. You should never offer to do something for someone unless you know it will be
graciously received.





Appendix #17


Quick Quizzes on Grooming-For Boys


Select ten of the following questions for each Quick Quiz. Choose those questions
most suitable for your group. The majority of the questions are based on the in-
formation contained in Avon's grooming booklet for boys.

In addition to the questions below, also choose from questions 1, 2, 3, 4 and 16
from the girls' quiz on page 6.


True or False

1. If you keep your hair combed, you don't need to brush it.

FALSE Hair should be brushed at least once a day, to remove surface dirt and
keep hair healthy looking.

2. Longer hair styles need a lot of care to look right.

TRUE Longer hair styles call for special care, such as: frequent combing
and brushing to keep in place; use of a hair preparation daily to avoid an
unkempt look; frequent washing, allowing time to dry thoroughly; frequent
trimming at the back of the neck.

3. A good remedy for mild skin problems is to keep your face and hair clean.

TRUE Wash your face at least twice a day, hair twice a week and keep hands
away from your face.

4. All boys start to shave at approximately the same time.

FALSE The age boys start shaving varies greatly. When you do start know
how to do it properly and shave as often as necessary to keep clean-shaven.

5. The purpose of shaving cream is to make whiskers softer and easier to cut.

TRUE Use either mentholated or regular shaving cream and plenty of hot water
to keep razor wet all the time you are shaving.

6. After-shave lotion has a mild antisepteic action on scrapes, cuts and nicks.

TRUE It also soothes the skin after shaving, and has a stimulating, cooling
effect at any time.

7. It's expensive to keep clothes clean and neat.

FALSE Upkeep costs are low if you look for machine-washable shirts, and slacks
with drip-dry and permanent-press finishes; change clothes after school; hang
jackets and slacks on hangers and air them each night.

8. Being well groomed improves your self-confidence.

TRUE When you know you look right, you are more relaxed and feel at ease with
people.






Appendix #17 (Cont')


Multiple Choice

9. The best way to get clean in a shower is to:

A. use plenty of water
B. use hot water
C. step from under the shower and cover yourself with lather.

C This method allows the soap to do its work before being rinsed away.

10. One way to help prevent athlete's foot is:

A. wear white socks
B. dry thoroughly between the toes
C. never take a shower

B Dampness in confined areas encourages bacterial growth.

11. The usual schedule for washing most types of hair is:

A. every time you shower
B. once or twice a week
C. every two weeks

B Daily wahsing under the shower encourages dryness. Avoid unless hair is oily.

12. Toenails should be trimmed:

A. once a week
B. once a month
C. twice a year

A Toenails grow just like fingernails.


Completion

13. Some foods from the four basic groups should be included in your diet every day.
Add the missing food group to the following list:

Milk Group
Bread and Cereal Group
Meat and Fish Group


ANSWER: Fruit and Vegetable Group

14. One way to help avoid bad breath is to brush teeth after eating. Another way is to:

ANSWER: Use a mouthwash.

15. A good way to keep dirt from getting ground into your hands and nails when doing a
dirty job is to:

ANSWER: Use a silicone hand cream before doing the job. You'll find it much easier
to clean hands later.






Appendix #17 (Cont')


16. Simple dandruff can be controlled with regular use of a:

ANSWER: Specially formulated dandruff shampoo.

17. Good health habits are basic to vitality and good looks. Besides getting enough
sleep each night and eating nourishing food, you need to make it your responsi-
bility to get every day.

ANSWER: Outdoor exercise.






Appendix #17


Quick Quizzes On Grooming-For Girls


For each Quick Quiz, select ten of the following questions suitable for your group.
Questions 13 and 17 on the boys' quiz on page 7 can also be part of a quiz for girls.


True or False

1. Everybody perspires.

TRUE We perspire, all the time, even when no noticeable moisture appears on
the skin.

2. The body gives off about a quart of perspiration a day.

TRUE Under normal conditions, the human body gives off a quart of perspiration
a day.

3. If you take a bath or shower every day, you don't need to use a deodorant.

FALSE A bath gets you clean, but perspiration starts to flow, and odor starts
to form again, as soon as you step out of the tub. Use a deodorant every day,
immediately following your bath.

4. You don't always know when you offend with perspiration odor.

TRUE Your own nose won't warn you, because it becomes insensitive to odors it
encounters constantly. Don't take chances. Use a deodorant every day.

5. Bath oils are used only to perfume the bath water.

FALSE Some bath oils have a mild cleansing effect; other soften and smooth' the
skin.

6. A good cleansing agent for many types of young facial skin is mild soap and water.

TRUE Cleanse your face thoroughly with soap and water at least twice a day.

7. A makeup base is important.

TRUE Foundation (makeup base) evens out skin tones, and adds a smooth finish.

8. A good way to select a fragrance is to notice one you like on a friend, and get the
same one.

FALSE Skin chemistry differs. The fragrance you like on someone else may not be
the best for you.

9. It's expensive to keep clothes clean and neat.

FALSE Upkeep costs are low if you look for washable clothing; change clothes after
school; hang clothes on hangers and air them each night.






Appendix #17 (Cont')


10. If nail enamel becomes chipped, remove it even if you don't have time to replace it.

TRUE Chipped enamel can spoil your well-groomed appearance.

11. To get greatest benefit from the use of hand cream or lotion, be sure to smooth it
thorcaghly over the backs of the hands.

TRUE Oil Glands are scarce on the backs of the hands, and dryness can be a
problem there.

12. Rollers come in pretty colors, so it's all right to wear them in public.

FALSE Rollers are never supposed to be worn in public. They spoil your image and
your good looks, so use them only at home when you are not expecting guests.

13. The purpose of using a hair conditioner after your shampoo is to make hair smoother
and more manageable.

TRUE A hair conditioner adds body and life to hair that is dull, dry or damaged
by over-exposure to wind and sun, over-permanenting, too frequent use of a straight-
ening product, and bleaching.


Multiple Choice

14. Normal hair should be thoroughly shampooed:

A. every day
B. every two weeks
C. every week

C If hair is oily, it should be shampooed more frequently twice a week or more.

15. If your hair is hard to manage:

A. use more hair spray
B. select hair care products that will help control it
C. cut it short

B Modern hair care products formulated to make hair easier to manage include
shampoos suited to the hair type, hair conditioners, cream rinses.

16. The reason teeth should be brushed after eating is:

A. it's more convenient
B. to remove food particles that lead to decay
C. so as not to spoil the taste of food

B Food particles form a sub-strata for the growth of bacteria which cause decay.

17. The first step in putting on make-up for a date is:

A. make up your eyes
B. cleanse your face of old makeup
C. add powder

B Use warm water and soap or washing lotion, lather with the fingertips and
rinse well.





Appendix #17 (Cont')


18. The best way to apply perfume is to:

A. apply it to pulse spots
B. put some on your handkerchief
C. put it on your dress

A The warmth of these areas helps spread an aura of fragrance.






Appendix #18


TEENAGE SKIN PROBLEMS
True or False Quiz


Place "T"

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.


Your Name

Teacher's Name

Class


or "F" in front of number:

There are three basic causes of skin problems.

As skin heals, a new layer is formed over the inflamed area.

Diet has a definite effect on the condition of the skin.

Proper washing removes flaky skin.

Creams clean the skin better than soap.

Washing with soap always dries the skin.

You don't need a wash cloth to wash your face properly.

With proper care, I can expect results within two weeks.

I can skip washing my face at night.

There is no way to get rid of pimples.

To be effective, a medicated soap has to be harsh.

Black heads are caused by excess skin oils.

There's no need to see your doctor about something as simple as pimples.

There's no way to tell in advance whether a blemish cream really works.

A tendency toward skin problems may be inherited.


(Key True: #1(diet, skin care, heredity) 3, 4, 7, 8, 12, 14, 15.






Appendix #19


Personality Analysis Chart
by Color


REDRANGE YELLOW


You have strong desires
and a lust for sport,
action, and excitement.
Your passions are more
on a physical plane.
For you, life must be
packed with experience.
You tend to be fickle
with little true affec-
tion. You are basically
an optimist, but when
you do feel despair,
you are quite dramatic
about it. You have a
strong mind, vital ideas,
and a stout heart, but
you lack the patience
to follow thru. It is
your nature tobe impul-
sive, and you lack
finesse. Control your-
self, manage your
impulses, and you are
one to really go places.


GREEN
You find life exciting.
You have a democratic
spirit and faith and
confidence that life is
really worth living.
You are the good neigh-
bor, the home owner,
the joiner, the agree-
able bridge partner,
the coupon clipper.
You read the popular
books and see the good
shows. You are mer-
cenary but not stingy.
You are sincere and
wholesome. You never
forget a friend. You
tend to lack the power
of concentration. You
are inclined to be
modest and lack
aggressiveness.


You are a person to be
envied. You love people
and have a big heart and
generous mind. You have
a desire for the fine
things in life and the
makings of a real gour-
met. You difer to others
in order to be agreeable
and well liked. You can
handle people and sit-
uations, they are a
specialty with you. You
are inclined to be a
jack-of-all-trades and
master of none. Details
annoy you--what you need
is concentration. You
are well liked by people
and selling is one of
our big talents.





BLUE
You are conservative and
sensitive and have control
of your passions and
enthusiasm. You are bothered
by your conscience if you
sin, but you sin just the
same. You are a good student
and display sound judgement
and a sense of responsibility.
You are inclined to make
mountains out of mole hills.
You are shrewd and conscien-
tious, but cautious in dress
and action. Stupidity annoys
you--so does superior intel-
ligence. You are not as
tolerant as you could be.
You are skeptical and want
to be sure of yourself
before you take action.


You are a philosopher and
a self-seeker. You are able
to master problems, large
or small. You presume to
be an intellectual whether
you are or not. You have
a temper but it is well
controlled. You are a
natural organizer and
reformer. You are a
deep thinker but are in-
clined to stick to your
ideas, right or wrong.
Although your feeling
on a matter may be one of
rare sophistication and
courage, you are actually
quite timid in reality.
It would be well for you
to give in to your emotions
and learn what it means to
feel as well as to think.




PURPLE
You are either profound or
try very hard to appear
profound. Purple goes
with an intelligent and
philosophical mind, but
this talent seldom does
any good, for you are in-
clined to keep this wisdom
to yourself. You must
guard against appearing
vain or conceited. You are
a mystery to others as well
as to yourself. There is
much depth to you, but
little open frankness or
warm friendliness. You
possess a true sense of
values and display consid-
erable charm. Your acquaint-
ances will have a better
opinion of you than your
family or close friends.





Appendix #20


Nutrition Test

1. Which of the following is a nutrient?

(a) Calories (b) Water (c) Protein

2. Which nutrient is needed most by the body to build and replace cells?

(a) Vitamins (b) Proteins (c) Fat

3. Which nutrient is the most concentrated source of food energy?

(a) Carbohydrate (b) Fat (c) Protein

4. What is a calorie?

(a) Mineral (b) Measurement of food energy (c) Vitamin

5. Which is better for you, natural or synthetic vitamins?

(a) Natural (b) Synthetic (c) Makes no difference

6. What foods are especially good sources of protein?

(a) Meat, poultry, fish and nuts (b) Vegetables (c) Fruits

7. Why are carbohydrate foods important?

(a) For digestion (b) Prevent scurvy (c) For food energy

8. Which is the richest source of carbohydrates?

(a) Fish (b) Dairy products (c) Enriched bread and cereals

9. A balanced diet is composed of what basic food groups?

(a) Meat and potatoes (b) Milk, vegetables, fruit, meat, bread-cereal
(c) mild cereal

10. Which two nutrients are most likely to be lacking in the average American diet?

(a) Iron and calcium (b) Protein and carbohydrate (c) Vitamins A-C

11. Calcium is needed for?

(a) Strong bones and teeth (b) eyes (c) Nails

12. Which of these vitamins do you need daily because the body does not store them.

(a) Vitamins A (b) Vitamine E (c) Vitamin C

13. How many calories in a vitamin and mineral?

(a) None (b) 50 (c) 100




Appendix #21


Menu Planning



Breakfast:

A juicy fruit

A food from the meat group

A bread and cereal

A dairy liquid



Lunch:

A food from the meat group

Two bread and cereal foods

A raw vegetable

A fruit

A dairy liquid



Dinner:


A food from the meat group

A green vegetable

A salad

A bread or cereal

A dessert

A dairy liquid

A yellow vegetable

Skit or Role Playing Showing food
developed in

Content Food likes and dislikes

1. Copy other members of


likes or dislikes and how these are
a family.






Appendix #22


"SNACKS"


Snacks help one work more efficiently because they give a pick-up
in energy. Nutritious snacks satisfy the appetite and provide part
of the food the body needs; but snacks are no substitute for three
regular, balanced meals a day. One must eat nutritious foods if he
wants to be healthy and attractive.

After-School Snacks: Milk drinks--(especially those made with dried
milk)--punch, simple sandwiches, raw vegetables, cookies and leftovers
are good.

TV Snacks: Snacks that can be eaten with the fingers are best while
watching TV. Avoid juicy foods, and foods that crumble and are dif-
ficult to eat. Dips, sandwiches, fruit, raw vegetables, and cookies
are easily served and eaten.

Ideas for Snacks: A tart drink--such as lemonade, with either cakes
or ice cream or cookies. A sweet drink often tastes better with
sandwiches and dips, rather than something sweet. Most everyone likes
crisp food such as potato chips, sugar coated cereals, crackers or
raw vegetables. Some suggestions:

Cookies and fruit juice or punch
Sandwiches and milk drink
Sandwiches, fruit and milk
Sandwiches, raw vegetables, cookies, and milk
Fruit bread, and hot drink
Hot soup, crackers, and milk
Buttered toast or toasted muffins, and a hot milk drink
Dips, chips or crackers and milk
Sugar coated cereals and milk

Rules for Snacks: Good snacks include milk, fruits, raw vegetables
and cereals. Have a set snack time that will not interfere with
your meals. Snakes can be expensive. Consider cost when planning.
Consider nutritious snacks for the family as well as one's self.





Appendix #23


Pre-Test On Decision-Making


DIRECTIONS: List below one of the most recent decisions you have had to
make. Use the form below to describe the choice you made.




1. The problem I had was





2. Several choices I could have made were





3. Think through and outline briefly each choice and the results





4. The choice I made was





5. The reasons I selected it were





6. I was willing to accept the results of my decision because






7. The helps I used in making the decision were






Appendix #24


TEAM DECISION-MAKING BY CONSENSUS


Instructions: This is an exercise in group decision-making. Your team is
to employ a method of Group Consensus in reaching its decision. This means
that the listing of each of the 10 items must be agreed upon by each group
member before it becomes a part of the group decision. Consensus is difficult
to reach. Therefore, not every ranking will meet with everyone's complete
approval. Try, as a group, to make each ranking one with which group members
can at least partially agree. Here are some guidelines to use in reaching
consensus:

1. Avoid arguing your own individual judgements. Approach the task
on basis of logic.

2. Avoid changing your mind only in order to reach agreement and avoid
conflict. Support only solutions with which you are able to agree.

3. Avoid "conflict-reducing" techniques such as majority vote, averaging
or trading in reaching decisions.

4. View differences of opinion as helpful rather than as a hinderance in
decision-making.

5. Do not vote on an item. You are to determine the rank order of the
items by consensus rather than by majority rule.

On the "Group Summary Sheet" place the individual rankings made earlier in each
group member. Take as much time as you need in reaching your group decision.*
























*From: "Urban-Delinquent Gang Youth Values Decision by Consensus,"by Jerry Speige






Appendix #24 (Cont')


NASA EXERCISE INDIVIDUAL WORKSHEET


INSTRUCTIONS: You are a member of a space crew originally scheduled to
rendezvous with a mother ship on the lighted surface of the moon. Due to
mechanical difficulties, however, your ship was forced to land at a spot
some 200 miles from the rendezvous point. During landing, much of the
equipment aboard was damaged, and since survival depended on reaching the
mother ship, the most critical items availablehad to be choose for the
200-mile trip. Below are listed the 15 items left intact and undamaged
after landing. Your task is to rank order them in terms of their impor-
tance to your crew in allowing them to reach the rendezvous point. Place
the number 1 by the most important item, and number 2 by the second most
important, and so on, through number 15, the least important. You have
15 minutes to complete this phase of the exercise.



Box of matches

Food concentrate

50 feet of nylon rope

Parachute silk

Portable heating unit

Two .45 calibre pistols

One case dehydrated Pet milk

Two 100-lb. tanks of oxygen

Stellar map ( of the moon's constellation )

Life raft

Magnetic compass

5 gallons of water

Signal flares

First aid kit containing injection needles

Solar-powered FM receiver-transmitter




Appendix #24 (Cont')


NASA EXERCISE GROUP WORKSHEET


INSTRUCTIONS: This is an exercise in group decision-making. Your group is
to employ the method of Group Consensus in reaching its decision. This means
that the prediction for each of the 15 survival items must be agreed upon
by each group member before it becomes a part of the group decision. Con-
sensus is difficult to reach. Therefore, not every ranking will meet with
everyone's complete approval. Try, as a group, to make each ranking one with
which all group members can at least partially agree. Here are some guides
to use in reaching consensus:

1. Avoid arguing for your own individual judgements. Approach the
task on the basis of logic.

2. Avoid changing your mind only in order to reach agreement and avoid
conflict. Support only solutions with which you are able to agree
somewhat, at least.

3. Avoid "conflict-reducing" techniques such as majority vote, averaging,
or trading in reaching your decision.

4. View differences of opinion as helpful rather than as a hindrance in
decision-making.

Box of matches

Food concentrate

50 geet of nylon rope

Parachute silk

Portable heating unit

Two .45 calibre pistols

One case dehydrated Pet milk

Stellar map (of moon's constellation)

Life raft

Magnetic compass

5 gallons of water

Signal flares

First aid kit containing injection needles

Solar-powered FM receiver-transmitter




Appendix #25
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ct^W


~-jk*CCLZt~-~IO~


ll"~





Appendix #26


"Put Your Money Where Your Mouth Is"


In an effort to bring some excitement to the teaching of values and
needs and the process of maturing, and also to bring students' values as
well as their understanding of subject matter out into the open without
undue threat, I occasionally employ an auction technique.

Using this technique takes a degree of creativity on the part of the
teacher as well as a thorough acquaintance with the subject matter, but it
is fun. What I do is to identify a list of elements which I feel have value
for the sequence which we are learning. I list them in a concrete manner.

1. A perfect personality vitamin pill.

2. An injection (shot) which would guarantee never failing creative
abilities.

3. A home which provides a perfect family.

4. Parents whose wants and ideas never conflicted with those of their
children.

5. A tonic that assures you of good grades at school.

6. A house in which you would always be safe.

7. Parents with plenty of money.


8. A set of blueprints which would
to use.


always tell you the correct manners


9. A gift of being a well-groomed, attractive person.

10. A beautiful house.


(continued)






Appendix #26 (Cont')


"Put Your Money Where Your Mouth Is" (cont.)



A list of ten to twenty items is adequate. It is usually advisable to
place each item on the list twice. Print a copy of your entire list. Dis-
tribute the list to each student. This becomes the catalogue of items to be
auctioned. Then suggest that each student possesses a specified amount of
money, two or three thousand dollars is usually enough. Ask them to spend
some time budgeting their money around the items to be auctioned. Five min-
utes is plenty of time for budgeting. Then begin bidding just as you would
if you were an auctioneer at an art sale or invite a student to act as auc-
tioneer, if you would like to bid, too. Ask the students to keep track of
every item they bid on, their own highest bid and whether they obtained the
item by being the highest bidder. Upon completion of the auction allow the
students to discuss their own behavior, how they perceived the items they
bid on, their opinions of the whole list. This initial discussion is usually
best done in small groups because it allows each student to express himself
adequately. However, total classroom discussion can also go well.




Appendix #27


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1~Zp"~
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L


O~Dt-
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Appendix #28


I Was Absent


Name


1. How many days have you been absent this semester?


2. What were your reasons for absence?




3. If you earned $1.25 an hour, and were absent for an 8-hour day, how much
would you:

A. lose in a day?

B. have lost for the semester so far?


4. If you were an employer, how would you feel about people who were absent
from work very often?






5. How would you feel about people who were absent from work most often on
Friday and/or Mondays?







6. Could your attendance be improved?






Appendix #29


What Do You Have To Offer?


What kind of an employee will you make? You can take stock of yourself
right now and find out. Here are some questions to ask yourself. Answer them
honestly and see how you rate.

YES NO

1. Do you like to learn new skills and new ways of doing things?

2. Are you neat in your personal appearance and work habits?

3. Are you on time?

4. Can you apply yourself to a job without being easily bored
or distracted?

5. Can you adapt to new and unexpected situations easily?

6. Can you work under pressure, when necessary, without becoming
nervous and upset?

7. Do you have confidence in your abilities?

8. Are you emotionally stable, capable of taking things in your
stride?

9. Have you enough initiative to be able to work on your own?

10. Are your future plans in keeping with your own abilities and
available job opportunities?

11. Do you have a sense of duty and responsibility?

12. Are you reliable? Can you be depended on to do a job
satisfactorily?

13. Can you gain the friendship and respect of others?

14. Can you cooperate with others?

15. Can you follow directions willingly and without argument
because you respect authority?

16. Can you understand instructions and carry them out
accurately?

17. Can you accept criticism without feeling hurt?

18. Do you ask questions about things you don't understand?





Appendix #29 (Cont')


19. Can you complete a job once you start it?

20. Are you a pleasant person towork with?

21. Do you like people?

22. Are you friendly?




BOOSTING THE SCORE

How did you do? If you answered yes to most of the questions, you have the
makings of a good employee. All you need now are the necessary skills and training.

If, on the other hand, you answered no to more than a few of the questions,
you have some work to do. These are your weak spots, the things about you that
can stand improvement. You can go into your "job training" right now by changing
those things about yourself and your way of doing things that will help make your
career successful.






Appendix #30






My Job-Success Traits


Good Average Poor

1. Initiative

2. Self-Control

3. Awareness of proper dress and job behavior

4. Desire to learn

5. Willingness to accept supervision

6. Ability to work as well without super-
vision as with it

7. Ability to accept criticism

8. Stick-to-it-iveness

9. Promptness

10. Dependability



































80





Appendix #31


Self-Analysis Rating Scale


Score each statement in the scale as follows:

4 points (always) excellent
3 points (usually) good
2 points (sometimes) fair
1 point (rarely or never) poor



1. I am intelligent. I grasp instructions quickly and accurately.
I comprehend directions instantly.

2. I possess initiative. I attempt to work beyond that required. I
volunteer contributions to class or school activity. I am a leader
in extracurricular affairs.

3. I am dependable. I am reliable at all times; I do routine duties
without being told; I am on hand when I am needed. I am reticent
about confidential matters entrusted to me.

4. I am punctual. I complete assignments on time and keep appointments
on time.

5. I am obedient. I observe the rules of my school, or my employer
and my community.

6. I cooperate with others. I work harmoniously in group activities.
I consider the interest of the group of paramount importance.

7. I possess good judgement. I have good common sense. I distinguish
the important from the unimportant in class work. I consider all
phases of a situation before deciding on a course of conduct. Others
ask my opinions and advice.

8. I am tactful. I say and do the right thing when dealing with others.
I never give offense to others.

9. I am neat and clean. My person and attire are neat and clean. I
keep my surroundings for which I am responsible neat and clean.

10. I display good taste in attire. My grooming is in the best of taste.

11. I have good posture habits. When I walk, sit or stand, I create
a favorable impression because of my bodily postures.

12. I speak well. The words I speak and my enunciation create a favorable
impression.

13. I show consideration for others. In making decisions, I am mindful
of the effect my future conduct will have on others.





Appendix #31 (Cont')



14. I am well mannered. I show a refinement of manner and a natural
grace in my contact with others.

15. I am healthy. I am practically never ill.

16. I have tireless energy. Even after a day's work, my energy is not
exhausted.

17. I am accurate. I get information correctly. I keep records properly
in order.

18. I am speedy. I lose no time in doing my work. I get my work done
quickly.

19. I am honest. I do not tell falsehoods. I do not steal money,
time,supplies, or ideas.

20. I am adaptable. I turn from one task to another, I am not confused
by changes. I adjust myself to people, places and things.

21. I have a good memory. I remember the names of persons, telephone
numbers, addresses. I remember facts and incidents that have a
bearing on a question of the moment.

22. I am industrious. I am happy when I am busy. I find work to do
at all times.

23. I am loyal. I feel strongly the ties that bind me to ideals,
institutions, and to people, both those who depend upon me and
those upon whom I depend.

24. I have executive ability. I plan work with system and efficiency,
and I assign tasks to others with understanding. I manage people,
and they like to work for me.

25. I have businesslike attitudes. I realize the importance of the work
to be done. I am not a "Clock Watcher". I realize the value of time
and the importance of giving a day's work for a day's pay.




Total Score




















































































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