Simple groups with orders 2^a3^b5^cp^d, 2^a3^b7^cp^d and 2^a3^b5^c7^d

This work deals with the power exponent r1 and r2 respectively of the maximal and second-maximal prime factors ofthe order of simple K4-group, and the classification for simple {5,7}′-K4-group G (i.e. ｜G｜ can not be divided by 5 nor by 7 or ｜π(G)｜ = 4 ), simple 5′ -K4-group G (i.e. ｜G｜ can not divided by 5 and ｜π(G)｜ =4) and simple 7′-Ea-group G (i.e. ｜G｜ can notdivided by 7 and ｜π(G)｜ =4). It is derived that r1 =1, 2 and 4, and r2 is not greater than 4. All the simple K4-groups with order 2^a3^b5^cp^d, 2^a3^b7^cp^d and 2^a3^b5^c7^d are obtained.     

Delimiting Coefficient α from Internal Consistency and Unidimensionality

I discuss the contribution by Davenport, Davison, Liou, & Love (2015) in which they relate reliability represented by coefficient α to formal definitions of internal consistency and unidimensionality, both proposed by Cronbach (1951). I argue that coefficient α is a lower bound to reliability and that concepts of internal consistency and unidimensionality, however defined, belong to the realm of validity, viz. the issue of what the test measures. Internal consistency and unidimensionality may play a role in the construction of tests when the theory of the attribute for which the test is constructed implies that the items be internally consistent or unidimensional. I also offer examples of attributes that do not imply internal consistency or unidimensionality, thus limiting these concepts' usefulness in practical applications.     

“GAME” VERSUS “TEST” INSTRUCTIONS FOR THE WISC1

“Game” or “test” instructions on either verbal or nonverbal WISC scales were given to 160 third- and sixth-grade children. Ss in one condition were told they were going to take several tests, while Ss in the other condition were told they were going to play several games. Significant differences in performance due to task definition were found only on verbal tasks at the sixth-grade level with test instructions yielding superior performance. Results at the third-grade level failed to replicate previous results which suggested game instructions produce superior performance on nonverbal tasks.     

“He ain't heavy …”: Lessons from backpacking

Camille Consolvo and Mike Dannells share the skills required to plan and execute a successful days‐long backpacking trip, which they have discovered are also useful in advising student leaders.     

Keep the “H”

This commentary advocates “keeping the H” in “human performance technology” to help make it clear to nonpractitioners what human performance consultants do. There are different types of performance (e.g., financial performance) and different means of achieving performance (e.g., engineering) that are outside the average human performance technologist's repertoire. Though the human performance technologist should target business results and intervene at more than just the individual level, ultimately, their emphasis is improving human work.