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Thesis (M.A.)--Ohio University, June, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains iii, 348 p. : ill., maps. Includes abstract. Includes bibliographical references (p. 340-348).

Thesis (M.A.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

Thesis (M. A.)--Florida State University, 2005. / Advisor: Dr. Frederick R. Davis, Florida State University, College of Arts and Sciences, Dept. of History. Title and description from dissertation home page (viewed Sept. 15, 2005). Document formatted into pages; contains v, 81 pages. Includes bibliographical references.

Thesis (Ph.D.)--Boston University / Rexford Guy Tugwell, Professor of Economics at Columbia, joined the Roosevelt circle in March, 1932. He was an Assistant Secretary of Agriculture, 1933-34. He helped to write the National Industrial Recovery Act and the Agricultural Adjustment Act. He was an idea man; a publicist ; and an errand boy, bringing academicians, or their ideas, to Roosevelt. He was a member of several inderdepartamental boards. Overestimations of Tugwell's influence rested on the assumption that his intellectual impact on Roosevelt was decisive. Roosevelt used or disregarded Tugwell's ideas as he saw fit. Some policies were in accord with Tugwell's thinking; it is impossible to measure the professor's impact on such matters. Roosevelt took no action on some of Tugwell's ideas, especially those involved in the institutional economist's concept of "conjecture." In one exceptional case, the field of fiscal policy, money, and banking, initial rejection of Tugwell's ideas was followed, to some extent, by thier implementation -- in the "Second" New Deal. Tugwell's impact in this instance was indirect -- he was largely responsible for Marriner S. Eccles' coming to Washington. [TRUNCATED]

The purpose of this study is to examine some aspects of the traditional philosophy of America and contrast these with the principles of the New Deal philosophy.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1958. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 1017-1096).

"The purpose of this study will be to picture the three-fold aspect of the C.C.C. educational program. This will be done in five chapters. This, the first chapter, will describe the conditions leading up to the creation of the C.C.C. It will show how education became the prime motivation of the whole C.C.C. and it will show how the permanency of the C.C.C. depends on the type of education that is evolved. Then, chapters two, three and four will analyze the three phases of C.C.C. education. These chapters will be concerned with (1) leisure time activities, (2) vocational education, and (3) academic education. The final chapter will deal with the social and economic results of the three-fold educational program in the C.C.C. Through the entire study there will be a definite attempt to establish certain results and to evaluate them according to the gains that have been made in C.C.C. education since the beginning in 1933."-- leaves 1-2.

In March 1933, the administration of United States President Franklin D. Roosevelt initiated a national relief program aimed at alleviating the disastrous effects ofthe Great Depression. The Civilian Conservation Corp (CCC) began as one of these programs designed to employ young men from all over the country and put them "back to work". The CCC provided these young men with training, a monthly stipend, and basic supplies such as food, clothing, and accommodations. After 1942, CCC camps were closed and many of these sites were abandoned or destroyed, leaving little historical documentation as to the experiences ofthe people involved. This project revolves around the archaeological investigations and data recovery of a CCC camp that was in operation from 1933-1942 in Zigzag, Oregon. This research analyzes the remains of the camp in order to gain further knowledge about this important period in American history, and more specifically, Oregon history. In assessing the material culture left behind, combined with the historical documents and oral history interviews, the goal of this project was to expand the historical and archaeological narrative of the CCC experience. More specifically, the aim of this research was to reveal the unwritten record of CCC camp life in a pivotal period of American history. The results of the historical archaeological research indicates that Camp Zigzag represents a community that participated in resistance related activities, such as drinking alcohol on camp property, but one that also adhered to the regulations of camp policy. Military-style order and training permeated even the surrounding architectural environment. The rituals of daily life in the structured order of the camp appear to have developed and formulated a strong sense of cohesion among the men. However, resistance-related items, such as alcohol bottles, suggest that Camp Zigzag enrollees resisted the authoritarian dynamic of the camp. Social drinking would have provided the men with a sense of solidarity and commonality that would have been maintained beyond the ideals of camp uniformity. This communal familiarity may have influenced the men's behaviour in daily camp routines, rituals, and work. Overall, the archaeological evidence depicts the Camp Zigzag community as united through the bonds of formality and in its resistance to it. Camp Zigzag offered a unique and unusually expansive window into not only the history of Oregon State, but into the history of our nation as a whole. The camp's archaeological assemblage remains as an important learning tool and its value far exceeds the humble nature of its material contents. It is a collection of untold stories representing the lives of young men and their families at a tumultuous turning point in American history.