The field of land reform may involve greater opportunity for land ownership by the cultivator, consolidating small and uneconomic holdings, or the problem of bringing together the many small, widely dispersed plots belonging to the individual farmer so that he can operate efficiently. Although these problems often overlap, it is with the last mentioned phase, or land consolidation, that this study is primarily concerned. Land fragmentation is a condition that exists not only in the area studied, but in many other parts of the world; especially in areas which are referred to in recent terminology as "underdeveloped”, and in areas where the population pressures are great. In the area studied and in adjacent regions people have been aware of the seriousness of this problem for generations. Denmark, for instance, completed the work of consolidating farms and breaking up farm villages more than one hundred years ago. As is pointed out in this study, one region of Bavaria accomplished this task more than four hundred years ago. However, in the remainder of the State and in many other countries progress is painfully slow or does not exist. Yet in most countries, including our own, economic and political stability as well as social progress are closely related to the system of agriculture and the status of the farm population. In many parts of the world failure to recognize this fact and to make the necessary adjustments to overcome inherited evils in these institutional patterns have resulted in economic distress and political unrest. Land consolidation is not proposed as a panacea for all ills nor is it proposed that any one technique in toto can be advantageously applied to all places. On the other hand, the advantages of consolidation, where applicable, should be made available wherever possible to these who are now hindered by the handicaps and limitations forced on them by this heritage. Consolidation should be thought of as a basic part of an overall program of education and better farm management. The problems inherent in the type of agriculture dictated by conditions resulting from the field arrangement pictured in figure l are difficult to envisage, difficult to describe, and difficult to overcome. In the State of Bavaria, approximately 80 percent of all agricultural land (3.15 million hectares) is in more or less the degree of fragmentation indicated in the above picture. The area shown is representative of the typical rural village pattern in the northwestern part of the State. Some progress has been made toward consolidating these scattered holdings and thereby increasing food production, as well as operating efficiency; making possible a better life for the people of the community (figure 2). However the progress has been slow and costly and with present techniques and procedures it is estimated by officials that the job will not be completed in less than sixty-five years. In order to understand this problem more clearly, its implications and effects; as well as to evaluate current attempts at its solution, this study has been made. / Master of Science

The neutral point of a truss-column joint can be determined very easily, using the thrust stiffnesses. Once the neutral point is determined the moment and thrust distribution about the neutral point may be performed quite rapidly, since the thrusts and moments converge more rapidly about the neutral point than about the joint. The actual process of distribution of moments and thrusts follows the pattern outlined by Professor D.H. Pletta in his <u>Notes on Statically Indeterminate Structures</u>⁷. / Master of Science

The supervisory staff for vocational home economics education in Virginia includes a State and Assistant State Supervisor and twelve district supervisors. Nine of the district supervisors are white and three are Negro. The State Supervisor provides overall leadership for the program and handles all administrative matters relating to budgets and reports. The Assistant State Supervisor is State Advisor for the Future Homemakers’ organization and works with local school divisions on plans and equipment for new and remodeled departments. She also assists the State Supervisor in giving leadership to the program. Approximately one-half of the district supervisor’s time is available for assistance to vocational home economics teachers in Virginia. It is the responsibility of the district supervisors to work directly with teachers in determining the nature of programs needed, in planning and developing programs, and in evaluating results. They also work closely with local administrators in the various school divisions on ways of facilitating and improving the program concerned. In addition to the supervision of the teaching programs, the district supervisors have overall responsibility for the school lunch programs operating in their respective districts. No attempt has been made in this study to evaluate the effectiveness of district supervision of the school lunch program. During the 1950-1951 school term there were 306 white secondary high schools which employed 482 vocational home economics teachers and 90 Negro secondary high schools in which 124 Negro vocational home economics teachers were employed. Much planning is continuously being carried on by the supervisory staff in an effort to help home economics teachers to make their programs as effective as possible. The extent of the assistance received by vocational home economics teachers from their district supervisors has long been of concern to those responsible for guiding the program. However, there has been no organized study of supervisory assistance given to home economics teachers in Virginia. The investigator proposed to make a study of this nature in the hope that it would prove helpful in finding more and better ways in which the supervisor could assist home economics teachers with their instructional problems. / Master of Science

This study was planned (1) to !ind out the existing condition that make tor efficiency in food production in colleges enrolling twelve hundred students or less and (2) to work out a plan that would as nearly as possible meet the description of an ideal kitchen. / M.S.

The purpose of this study is to investigate the variables which are inherent in those reaches and moves accompanied by body bend and body rotation about hips and ankles. The variables, and the interactions between variables, are investigated and conclusions are given as to which variables would affect a time-standard classification. / M.S.

M.S.

In general, contrary to popular opinion. heavy shading coils are not as effective in reducing noise in an alternating current electromagnet as those which are smaller and thus have a greater value of resistance. This occurs because in addition to obtaining the greatest shift possible between flux produced by the unshaded and shaded portions of the pole the magnitudes of these fluxes should be equal. / Master of Science

The problem involved in this research was a comparative study of the educational philosophy of the 1943 Child Development Workshop at the North Texas State Teachers College, as expressed by consultants and participants, and John Dewey's principles of education.

"Thèse en cotutelle. Université Laval, Québec, Canada, Philosophiæ doctor (Ph. D.) et Université de Lorraine, Nancy, France" / Le travail de thèse présenté ici relève d’une démarche transdisciplinaire pragmatiste où se croisent la philosophie de l’éducation, l’épistémologie, l’éthique et la philosophie politique pour tenter de répondre à la question suivante : qu’est-ce que le pragmatisme de John Dewey peut nous apporter comme outils théoriques pour penser l’avenir des institutions universitaires actuelles ? Pour répondre à ce problème, nous émettons l’hypothèse que la conception complexe et étendue de la démocratie par la philosophie pragmatiste fournit un cadre théorique rigoureux et pertinent sur le plan épistémologique, éthique et pédagogique pour reconstruire un nouveau projet politico-éducatif d’université démocratique. C’est donc ce projet bien particulier d’université que nous reconstruisons de trois façons ici. Tout d’abord, sur un plan théorique, nous cherchons à rendre compte de ce qu’a été ce projet à l’époque de John Dewey. Puis, historiquement, nous étudions les expérimentations universitaires menées à cette époque, en différents lieux des Etats-Unis, à partir de ce projet. Enfin, de manière prospective, nous cherchons à formuler, à partir de ces deux premières enquêtes théoriques et historiques, de nouveaux éléments pour actualiser ce projet pour notre époque. L’ambition de ce travail est donc de proposer des pistes de réflexion nouvelles pour l’avenir de l’université à partir d’une philosophie de l’éducation, démocratique et pragmatiste, de l’enseignement supérieur. / The PhD work submitted here is inspired by a transdisciplinary pragmatist approach in which philosophy of education, epistemology, ethics and political philosophy converge in an attempt to answer the following question: What can John Dewey's pragmatism bring us as theoretical tools for thinking about the future of today's academic institutions? To answer this question, we hypothesize that the complex and extensive conception of democracy by the pragmatist philosophy provides a rigorous theoretical framework and a relevant epistemological, ethical and pedagogical perspective for reconstructing a new political-educational project of a democratic university. So it's this particular university project that we're reconstructing in three ways here. First of all, on a theoretical point of view, we're trying to account for what that project was in the time of John Dewey. Then, historically, we examine the academic experiments carried out at that time, in different places in the United States, based on this project. Finally, in a prospective way, we seek to formulate, from these first two theoretical and historical investigations, new elements to update this project for our days. The ambition of this work is to propose new ways of thinking about the future of the university based on a democratic and pragmatic philosophy of education in higher education.

A presente pesquisa, de natureza teórico-filosófica, argumenta descritivamente a teoria estética do filósofo americano John Dewey, em função do seu chamado \"princípio de continuidade\", próprio do sistema filosófico deweyano como um todo. Nessa empreitada, privilegiou-se o recorte da continuidade entre o estético e o científico, ou entre valor e investigação enquanto característica essencial de tal teoria estética. Na observação dos pressupostos filosóficos gerais do filósofo, verificou-se que sua estética se estabelece, necessariamente, em continuidade ao método experimental das ciências naturais, consolidando proposições características essenciais de sua teoria da arte: Dewey crê na supremacia da contingência do processo que é a própria natureza, contínua, cumulativa, em sentido amplo, o que justifica que o ideal deva deixar de ser contemplativo para se converter num instrumental operativo, ou seja, um método experimental em virtude do meio; assim sendo, a estética deweyana deve ser compreendida, principalmente, em seu caráter investigativo, ou seja, em continuidade à ciência; Dewey rejeita os dualismos filosóficos, a metafísica e a epistemologia tradicionais; logo, sua estética desconsidera igualmente qualquer \"transcendental\" ou \"transcendente\" em termos clássicos; portanto, a arte ou estética, seja ela ato expressivo ou cultura, se daria entre diversos ritmos contínuos, nunca dualistas ou hierárquicos, no sentido da busca de um ideal Absoluto. Segundo a estética de Dewey, o valor reside precisamente no ritmo próprio do processo por exemplo: entre tensão e harmonia, comum e extraordinário, real e ideal etc. Dessa articulação ativa entre os vários aspectos em continuidade é que surgiria o ato expressivo, pela experiência singular imaginativa, e a cultura como um todo, mediante a comunicação. / The present theoretical-philosophical research argues descriptively about the aesthetic theory of the american philosopher John Dewey, in regards to the principle of continuity\" within Dewey\'s philosophical system as a whole. Bearing that in mind, the continuity of the aesthetic and the scientific were focused, as well as value broadly conceived and knowledge viewed as a scientific approach, and as the essential feature of Dewey\'s aesthetic theory. Thus, through the observation of the philosophers general assumptions, it has been verified that his aesthetics is necessarily established in continuity with experimental methods of natural sciences, which consolidates a few of the essential features propositions of his art theory: Dewey\'s supreme belief in the contingent of the process, which is continuous, cumulative, and broadly conceived as nature itself, implies that the ideal must cease to be contemplative and thus become instrumental and operative, which means it should become an experimental method in virtue of the environment. Therefore: Dewey\'s aesthetics must be primarily understood within its investigative character, that is, in its continuity to science; Deweys rejection of traditional metaphysics, epistemology, and philosophical dualisms prevents any classical interpretation of \"transcendental\" or \"transcendent\". Therefore art or aesthetics, as acts of expression or culture, should be continuous to a diversity of rhythms, but never dualistic or hierarchical in the sense of any ideal in pursuit of the Absolute. According to Dewey\'s aesthetics, value resides precisely in the pace of the process itself, such as between tension and harmony, ordinary and extraordinary, real and ideal and so on. From this active articulation between all the aspects of continuity an expressive act would emerge, as the realm of a singular imaginative experience, and of culture as a whole, through communication.