There is no abstract available for this thesis.

The major work involved is the debugging procedure on the Varian Model V-21003 electromagnet, power supply and spectrometer and the design and construction of supporting structure to house the various pieces of apparatus which were required to complete the system.Equipment which was not immediately available was then designed and constructed, with the final step being the testing. of the entire system for its integrity.Adjustments to each component was then carried out to obtain the best signal possible, noting the various changes caused by the condition and setting of each section of the system.

This study was concerned with developing an innovative program for the Thomas Butcher Children's School of Kansas State Teachers College, Emporia, Kansas.A survey was made of the known innovative programs, with an in-depth comparison of similarities and dissimilarities of the three most notorious programs: The Industrial Arts Curriculum Project, The American Industries Project, and The Maryland Plan, and of the three most recent books directed toward elementary industrial arts: Teaching Elementary Industrial Art, Teaching Children About Technology, and Elementary School Industrial Arts, relative to rationale, objectives, and structure.The suggested program began with a definition of Industrial Arts for elementary education, followed by the rationale, objectives and structure. Communications was to receive the major emphasis at the Kindergarten level; transportation at the first grade level; shelter at the second grade level; clothing at the third and fourth grade level; and foods at the fifth and sixth grade level, although each could not be limited to any one grade level. Units under each category were followed by room preparation, minimal tool list, and material media suggestions.

This creative project has simplified technical information concerning electrical discharge machining so that it may be better understood by secondary vocational and post-secondary students. The material has been collected from sources including manufacturers of electrical discharge machines, industrial personnel, industrial educators from vocational schools and universities, and technical papers from trade magazines. It has been written for the secondary vocational student at a reading level that he should be able to comprehend.Included in the text are drawings which can be used to make transparencies, exercises that can be adapted to the different types of EDM machines, and a glossary of EDM terms.

The purpose of the study was to determine the effects of body posture, task time, and attitudes toward drawing and problem-solving on the ideational fluency of two experimental groups and one control group of student draftsmen. The drawings produced were assessed on the basis of the quantity and quality of ideas generated during a specific drawing task.Five major questions were under investigation. Hypotheses were developed to determine whether significant differences existed (1) in the quantity or quality of ideational fluency between the three groups; (2) in the groups' attitudes toward drawing and problem-solving or their background experiences in art and teaching; (3) between the judges' responses to a series of fifteen bipolar scales which were used to assess judge strategies; (4) between the rate of idea generation for' any group; (5) in the interaction between time interval and posture for any group. Drawings produced for a forty-five minute task session and responses to a two-part questionnaire designed for the study provided the data. A team of five expert judges individually rated the quantity and quality of production of a seven-point scale and responded to the drawings via fifteen bipolar scales of the semantic differential type.A random sample of fifty-seven subjects was drawn from a population of seventy-three students enrolled in three sections of a personal development course in art for non-art elementary education majors. Sections were randomly assigned to experimental and control groups.The statistical treatments employed were: (1) One-way analyses of variance were computed to determine whether variances were in effect for (a) the groups' responses to the questionnaire, (b) groups' quantitative production, and (c) groups' qualitative production. (2) A two-way analysis of variance was computed to determine whether any variances occurred between the groups' production rates for nine time intervals and to test interaction between interval and group. (3) T tests for unequal means were used to determine which between group comparison(s) contributed to differences obtained for (a) quantity and (b) quality of production. (4) Multiple regressions were computed for each judge's quantity and quality ratings with the samples' responses to the questionnaire. (b) Pearson product-moment correlations were obtained for each judge's quantity and quality ratings with his responses to scales of the semantic differential.Significant differences in both the quantity and quality of ideation were found between the groups. The effects of posture and task time, and the interaction effects of time and posture were significant. These effects were confounded, apparently by teacher factors that were not detectable through the questionnaire. The draftsmen rated high on the quantity measure were, for the most part, not the same draftsmen as were rated high on quality.The multiple regression analyses indicated the following factors have significant predictive value for the quantity of ideation: (1) exposure to art programs at the senior high level and exposure to certain college-level art courses; (2) an approach to problem-solving that is neither chaotic nor doggedly systematic; (3) an indication that the draftsman does not react irritably to persons who are more ideationally fluent. These factors had significant predictive value for the quality of ideational fluency: (1) the draftsman's indication that his approach to problem-solving is relaxed and systematic, is not aided by isolated meditation but rather by involvement in other activity; (2) an indication that it is unwise or unproductive to plunge oneself into problem situations; (3) an indication that the draftsman would react both with admiration and irritability to someone more ideationally fluent.

The purpose of this study is fourfold: first, to study the local industrial resources; second, to assemble and analyze data concerning the availability of industrial resources for instructional enrichment of the industrial arts program; third, to assemble and analyze data concerning the extent of use of available industrial resources in teaching industrial arts in the Dallas Independent School District; and fourth, to make recommendations and conclusions based on the findings of the study.

No description available.

The specific purposes of the study are as follows: first, to study the general requirements for the baccalaureate degree and teaching certificate in the institutions included in the study; second, to study and analyze the requirements in each of the institutions for a major or first minor in industrial arts; third, to determine the changes and trends with respect to the total programs of preparation and changes and trends in the various phases of industrial arts taught in each of the institutions.

The history of industrial arts is rooted in the manual training movement, which began in the second half of the 19th century. Of the three school systems studied (Danville, Lynchburg and Richmond), Lynchburg was the first to offer manual training classes. Started in 1901, the classes were almost exclusively hand woodworking, and were taught at the secondary school level. In 1903, Richmond began offering manual training in its elementary schools. This program was first called industrial arts in 1921. Danville added industrial arts to its program of studies in 1929. In the fall of 1929, the Virginia State Board of Education directed that non-vocational industrial education be promoted throughout the State. In the decade that followed, industrial arts programs in Danville, Lynchburg and Richmond grew to fill this directive. This period of growth was followed by almost 40 years of stagnation. In June 1969, the State Department of Education created the Industrial Arts Education Service. Thomas Hughes was appointed to head this new division. Under his direction, the industrial arts curriculum throughout the State underwent many changes. These changes were reflected in the renewed development of industrial arts programs in the three school systems studied in this paper. Today, these programs offer a wide variety of pre-technical and personal enrichment courses. As such, they serve both the general and vocational aspects of the schools' program of studies. / Master of Science

The over-all purpose of this study is to ascertain whether industrial arts teachers in Texas are utilizing methods in testing and in assigning final grades.