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Studies a large midwestern police agency to find out whether female applicants failed the physical ability test more often than male applicants, whether the tasks were job related or whether there was violation of the “four‐fifths” rule of the Equal Employment Opportunity Commission, and whether the test measured critical tasks. Finds that the test has an adverse effect on women and is not job related.

Every employer, unless he or she has no pool of applicants or potential applicants to choose from, engages in hiring choices. While the hiring process may vary, both from one employer to another and from one job to another, some form of screening occurs. In recent years, students of management have noted the proliferation of screening practices in the hiring process, especially in bringing new technologies such as medical and drug testing procedures. Testing and other screening practices, while wide‐ranging both with respect to their ends and means, have raised consistent patterns of concern among job‐seekers, public policy makers and managers themselves. In this monograph a variety of methods of screening and issues of public policy raised by screening procedures are discussed. An overview of United States law regulating the screening process is provided, together with future directions in the area of screening in the US.

The aim of this study was to determine the bona fide occupational requirements of general duty police work, and use this information to re‐validate a physical abilities test used in the police recruit selection process. A systematic random sample (n = 267) of general duty police officers completed two questionnaires: one concerning “average” duties, and one concerning the most physically demanding critical incident occurring in the 12 months prior. Of those completing the surveys, observational data were collected on every second officer, resulting in observational data collected for 121 officers, involving the recording of all physical activities and movement patterns observed throughout a ten hour shift. Data collected suggest there is a core of bona fide occupational requirements for general duty police work – walking, climbing stairs, manipulating objects, twisting/turning, pulling/pushing, running, bending, squatting and kneeling, and lifting and carrying. Many of these are involved in physical control of suspects, and can be tested using a well designed physical abilities test that simulates getting to the problem, controlling the problem, and removing the problem.

Manufacturers of multilayer copper thick‐film circuitry face the challenge of firing parts in an inert nitrogen atmosphere to prevent the copper from oxidising. Nitrogen, while protecting the copper from oxidation, offers no efficient mechanism for removing the carbon‐based vehicles used in the copper thick‐film paste. Because of this, carbon residues or soot often deposit on the parts during the firing process. In an attempt to improve the nitrogen furnace atmosphere's ability to remove the vehicles, several gases or gas blends were added to a nitrogen‐based furnace atmosphere. Thick‐film copper conductors and dielectric test pieces were then processed using the various gas blends. The physical properties of adhesion, aged adhesion, solderability, and conductivity of the copper conductor test pieces were studied along with the dielectric properties of dissipation factor, insulation resistance, and dielectric constant. Some of the gases tested included H2, H2O, CO, CO2, and a variety of other gas combinations. Test results demonstrated the atmosphere's ability to effect changes in the physical properties of the parts being processed. A proprietary gas blend was developed which proved effective in removing carbon residues while maintaining the desirable physical properties of the thick films. This work demonstrates the ability of certain gas additives to improve the performance of conventional nitrogen atmospheres when firing copper thick‐film circuitry. With the proper selection of the gas additive, atmosphere flows can be reduced, carbon residues eliminated, and the physical properties of the copper conductors and dielectrics maintained or improved.

Reports on the pilot study to the initiative to expand the existing Performance Indicators in Primary Schools (PIPS) project to include physical and movement indicators. The PIPS project is co‐ordinated from the Curriculum Evaluation and Management Centre at the University of Durham and currently covers approximately 120,000 children in 2,000 schools. The aim of this initiative is to produce a test battery, to be administered by class teachers in schools, which will provide valuable data on the physical and movement development of children. Sets out the rationale underpinning the development of the test, through reference to relevant literature and existing tests, along with the perceived role and value of the battery. Describes the initial pilot study and presents a summary of the results. Concludes with a summary of the future avenues to be explored before the new test battery is offered on a national basis.

This article comprises Chapter 6 from the recently published book ‘An Engineer’s Guide to Flexible Circuit Technology by J. Fjelstad

Each of the four objectives can be applied within the military training environment. Military training often requires that soldiers achieve specific levels of performance or proficiency in each phase of training. For example, training courses impose entrance and graduation criteria, and awards are given for excellence in military performance. Frequently, training devices, training media, and training evaluators or observers also directly support the need to diagnose performance strengths and weaknesses. Training measures may be used as indices of performance, and to indicate the need for additional or remedial training.

In this chapter, we discuss health-related physical fitness and motor development assessments for students with physical disabilities or other health impairments in special education using traditional and innovative techniques. Traditional assessment techniques are those that are more standardized and formalized, while innovative assessment techniques refer to new variations or ways (alternative/authentic) to assess the abilities of students with physical disabilities and other health impairments. According to the United States Department of Education (2009), students with disabilities must be included in State and local assessments. Even though there has been significant growth in numbers, diversity and academic orientation of persons with physical disabilities, assessments practices have largely remained the same over the years. Adopting innovative pedagogies and emerging innovative assessment techniques may address some unmet needs of current students with disabilities faced with assessment biases.

The purpose of this paper is to determine the influence of different Specialized Physical Education (SPE) teaching programs on the level of students’ physical abilities.

In the Academy of Criminalistic and Police Studies (ACPS), one of the teaching program goals is an improvement of student's physical abilities level. Since the establishment of ACPS, three SPE programs have been implemented differing in number of class hours. Five different tests were used: “Isometric dead lift,” “Hand grip,” the Long jump (LJ), the Sit-up test and the Cooper test.

Multivariate analysis of variance results indicated a statistically significant difference between the programs in tests LJ, Sit-up and Cooper. The Bonferroni test showed differences between all three programs. The discriminant analysis showed that both discriminant factors are statistically significant. The greatest factor in the first function was the test LJ, while the greatest factor in the second discriminant function was the Sit-up test.

The importance of research was the fact that by determining the changes of students’ physical abilities level, the authors can evaluate the effectiveness of various SPE programs. Results could be used in planning standards, selection and control of the achieved physical abilities level.

Changes could contribute to the positive effects of the educational process on improvement of students’ physical abilities.

This is one of the few studies which examine the influence of quantitatively different teaching programs on the level of physical abilities within a period of 15 years.