The purpose of this study was to discover variables or combinations of variables which would predict academic success in industrial education at Norfolk State College. More specifically, it utilized standardized verbal and nonverbal tests and compared these with the presently used Scholastic Aptitude Tests as predictors of success in industrial education. The data for this study were collected from tests administered to a sample population by the writer during regularly scheduled class periods in the Fall semester, 1971, and from the Scholastic Aptitude Test records in the Office of the Registrar at Norfolk State College. The variables included in the study were: Scholastic Aptitude Test - Verbal scores, Scholastic Aptitude Test - Mathematical scores, Scholastic Aptitude Test - Total scores, Bennett Mechanical Comprehension Test, and the Raven Progressive Matrices.The criteria of success were the final semester grades in the following courses: Basic Woodworking, Introduction to Technical Drafting, Introduction to Industrial Education, Basic Electronics, and Automobile Engines.In order to show the relationship between the variables studied, the data were analyzed and statistics were computed throw a program developed by the Health Sciences Computing Facility at University of California at Los Angeles. This program incorporated a step-wise regression and rendered a correlation matrix, an analysis of variance, a multiple r and a standard error of estimate. All statistics utilized in this study were computed by the Ball State University Computer Center. The results of this study indicated that the variable that offered the best information of predicting academic success in industrial education at Norfolk State College was the Raven Progressive Matrices. The combinations of variables which were statistically significant were the SAT Mathematical and the Bennett MeoY~anioal Comprehension Test correlated to final grades in Electronics, and the SAT Mathematical, Raven Progressive Matrices, Bennett Mechanical Comprehension Test, and SAT Verbal correlated to final grades in Drafting. The results of the study seem to justify the following conclusions: 1. The SAT scores are not valid predictors of academic success in several of the technical areas of industrial education and probably should not be used as such. 2. The Raven Progressive Matrices showed evidence of contributing significantly to prediction of academic success in industrial education at Norfolk State College. 3. The Bennett Mechanical Comprehension Test showed a high correlation with final grades in Drafting but probably should not be used as a predictor in other areas. 4. Neither verbal or nonverbal tests used without benefit of other devices should be used as predictors of academic success in industrial education at Norfolk State College. As a result of the present investigation, it is recommended that: 1. A follow-up study of the students in this research study be conducted to ascertain their success as students and later as teachers in the field of industrial education. 2. An investigation employing individual rather than group testing as predictive devices be conducted.3. Further study of the use of the Raven Progressive Matrices be made with larger samples and other criteria of success.

This thesis considers the treatment of early twentieth-century intersex bodies in Virginia Woolf’s Orlando and William Faulkner’s Absalom, Absalom!. It takes into special account the prevalence of eugenic discourse during the modernist period, noticing eugenicists’ interest in categorical imperatives for the purposes of statistical analysis and surgical alteration. Their aims were human perfectibility. This thesis argues Orlando and Absalom, Absalom! imagine bodies existing, loving, and dreaming in between male and female, and outside of the violence of surgical “correction.”

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Thesis (M.A.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains vii, 22 p. : ill. (some col.), col. maps. Vita. Includes abstract. Includes bibliographical references (p. 21).

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1990. / One folded leaf of plans in pocket. Vita. Abstract. Includes bibliographical references (leaves 118-124). Also available via the Internet.

Thesis (M.A.) - Department of English, University of Adelaide, 1983. / Typescript (photocopy). Includes bibliography.

Originally presented as the author's thesis (Ph. D.)--University of California, Davis, 2002. / Includes bibliographical references (p. 263-275) and index.