Indiana University-Purdue University Indianapolis (IUPUI) / In the 1750s, a group of Scots-Irish families migrated from southeastern Pennsylvania to central North Carolina and became known to local historians as The Nottingham Settlement. To determine the motivation behind members' migration to and settlement in present-day Guilford County, I propose that factors used to identify the Settlement, such as proximity, society, culture and religion, establish a model for North Carolina's backcountry communities in the mid-eighteenth century. Relying on methods employed in similar backcountry community studies to explore extant source materials for this specific set of colonists, the study provides local and family historians with an in-depth view of the lives of those associated with the Settlement as well as others residing nearby in colonial Guilford County.

The Structure-of-Intellect - Learning Abilities Test (SOI-LA) (Meeker, 1975) has an enthusiastic following in the USA, but is little-known in Australia. It is based on the Structure-of-Intellect model of J P Guilford, and through a series of up to 26 subtests, purports to identify 14 general learning abilities. Forms are designed to cater for students from Kindergarten to adult. In NSW, classroom teachers can have support for students with learning difficulties through the Support Teacher program; this support often falls far short of need, as there is a paucity of time and material resources. There is a need for a tool which can identify areas of both strength and weakness efficiently and suggest effective strategies to cater for the identified weaknesses; the Meeker paradigm is purported to address this need with a diagnostic approach which identifies learning disabilities which underlie and serve to maintain school-based learning difficulties, and prescribes materials and approaches for remediation. This study explores the first part of the Meeker paradigm, the diagnostic approach of the Structure-of-Intellect - Learning Abilities Test. This exploration is undertaken in the context of four rural Support Teachers and their student with learning difficulties from Grades 2-6. Rather than consider questions of the Test's validity, this study was designed to explore the Test's utility in the Support Teacher context, by giving the Support Teachers a working knowledge of the concepts of SOI-LA, and to compare the application of their knowledge with the information about their students' learning disabilities from the Test results. Problems are evident with the Support Teachers' knowledge and understanding of their students' disabilities; whist they felt comfortable about the approach which the Test takes, they felt they did not know their students well enough to make informed judgements about their disabilities. It was apparent from the study that the Support Teachers' understanding of the concepts of the Test was comparatively superficial, despite their impression that they did understand well. Several difficulties with the instrument itself are highlighted by this study; the assumptions underlying the derivation of the general ability scores are questioned, and the suitability of Test Forms for a learning disabled population of this age is open to criticism. The Structure-of-Intellect - Learning Abilities Test may have utility as an instrument for gaining information about a student's disability on an individual basis, and may be best in the hands of the School Counsellor.

Thesis (M.A.)--Indiana University, 2009. / Title from screen (viewed on December 9, 2009). Department of History, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Elizabeth Brand Monroe, Marianne S. Wokeck, Erik L. Lindseth. Includes vitae. Includes bibliographical references (leaves 147-167).

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Québec Université Laval, Bibliothèque 2014

This study was concerned with the investigation of the relationships that may exist between certain personality characteristics, as measured by the Guilford-Zimmerman Temperament Survey, and the choice of major of students enrolled in seven fields of study in a school of business administration. It also investigated differences in these relationships between two different levels of academic performance, as measured by grade-point average. The seven fields of business included in this study were Accounting, Business Education, Banking and Finance, Insurance, Management, Marketing, and Secretarial Administration.

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