Thesis (Ph. D.)--University of Wisconsin--Madison, 1920. / Typewritten. eContent provider-neutral record in process. Description based on print version record.

This study demonstrates how debates in the United States over the supervision of the nation’s youth population from World War I to World War II among political, military, and educational leaders paved the way for the establishment of the disproportionate draft of young men in their late teens and early twenties as a democratic, American way of conscripting civilians for World War II. In 1918, when World War I necessitated the induction of men under age twenty-one, U.S. Congress decided that these young soldiers should be endowed with special educational benefits available only to them and not to older soldiers. In short, a clear distinction between “children” and “adults” that age twenty-one signified and a co-relation between legal majority and the obligation to serve had existed. In World War II, by contrast, the debate over whether to induct minors centered on the physical and mental maturity of minors rather than what legal obligation the minors owed to the state. This shift in focus from majority to maturity was no mere accident but reflected the changes in the social conceptions of youth and the youth’s relationship to the state that took place in American society in the years between the two world wars. This study illuminates the changes by incorporating the military mobilization of civilians, a topic that historians have largely treated as a short-term deviation in U.S. history, into U.S. political and cultural history, and by weaving together wide-ranging materials including federal government documents, pacifist statements, educational associations’ studies of youth, court cases, and periodicals. The debates over youth in the years from World War I to World War II revolved around the issues of national security, access to higher education, and the jurisdiction of the federal state, all of which were going through substantial conceptual transformations: the spread of the idea that schooling beyond grammar school helped youth land a better job; the institutionalization of military training programs such as ROTC in civilian colleges and universities; the problematization of youth as an economic, educational, and ideological problem in the Great Depression and the broadening of the age range of “youth” to include men and women in their twenties as well as teens; the rise of the federal government as a custodian of youth as symbolized by the establishment of the New Deal programs such as the Civilian Conservation Corps and the National Youth Administration; and the need to redefine the meaning of military service in a democracy vis-à-vis the rise of dictatorships elsewhere in the world. By the time World War II necessitated the disproportionate draft of youth, the stage had been set for many Americans to accept the idea that the federal government was in a position to determine youth’s educational and career paths in war and peace; that drafting youth indicated drafting men who were single, less stable in the labor market, less mentally mature, and less skilled; and that serving the national good was among higher education’s primary goals. The perceived “democratic” mobilization of American civilians for World War II had thus internalized the interwar stratification of youth according to the individual youth’s potential to serve the collective good by way of prioritizing the nation over the individual.

Research studies that have already been conducted on the problem of child soldiers and child conscription have focused mostly on psychological trauma. Less attention has been paid to social, economic, and political processes in Africa. The goal of this thesis is to explore perceptions of professionals from various disciplines working in different organizations and government institutions (N = 207) concerning the causes, effects, and solutions to child conscription in Africa. / These professionals perceived that poverty, lack of educational resources, lack of community resources, economic hardships, dictates of international funders, corrupt governments, and unemployment were the major causes of child conscription into armed conflicts. With respect to the effects, the respondents perceived that physical and psychological issues, witnessing atrocities, and exposure to violence were the most important effects of participating in the armed conflicts. / In order to prevent or stop further recruitment of children into armed conflicts, the professionals working in the field thought that more educational programs should be initiated, community resources should be mobilized, prevention programs should be established, employment and training opportunities programs should also be provided, strong international laws drafted, advocacy and empowerment promoted, support for families provided, and awareness campaigns facilitated. / A striking result of this study is that professionals perceived counselling as a relatively unimportant solution to the problem of child conscription. Results are discussed in terms of the contrast between past research in the field, which has focused on individual-level effects and counselling solutions, and the societal-level effects, and solutions that professionals perceive are central to the problem.

The purpose of the study was to identify inconspicuous, non-violent actions and activities engaged in by college men of draft age as a result of their impending military obligation. The study was designed to produce information relative to:1. The influences, if any, the Selective Service System has had in stimulating changes of attitude among college men of draft age.2. The influences, if any, that the employment and presence of the Selective Service System and possible compulsory military service has had in determining the academic programs or occupational choices among college men.3. The influences, if any, that the adoption of a national lottery system has had on the ability of college men to plan for the future.4. The methods, if any, used or considered by male students to delay or avoid entry into military service.5. The extent to which college men have joined or participated in anti-war organizations or activities to protest the methods of selecting men for military service via the Selective Service System.The study was conducted at a medium-sized state college in the northern midwestern United States and included 350 participating male students classified by College "X" as sophomores and seniors at the beginning of the 1970 autumn term. All participates were under twenty-six years of age as of November 1, 1970, had not had any active military experience, and had been assigned a lottery number under the Selective Service System procedure established in November, 1969.The data was collected via a formal questionnaire, informal interviews with ten per cent of the selected population, and through impromptu conversations with more than two hundred male students on the campus of College "X."Some of the conclusions which resulted were:Uncertainties related to war and inability to plan for the future have served as a major factor in liberalizing the view of many college men and caused the development of hedonistic attitudes among those men.The traditional mores of American society dominated the conduct of most college men, but the influence of the old mores was decreasing.The proportion of college men who would cheat on their physical examination in an attempt to avoid military service was substantial and increasing; few men attempted to avoid military service by claiming homosexuality or mental illness.The lottery system was preferred to the selective-deferment method previously used by the Selective Service System.The four-year student deferment has considerably increased the number of men who have attended college.Only a small minority of college men belonged to anti-war groups or participated in the activities of such groups; but younger men, and men with draftable lottery numbers were more likely to participate in anti-war activities.

Master of Science / Department of Biological & Agricultural Engineering / Daniel Flippo / In 2050 the world’s population is projected to be over 9 billion people, creating a need for more agriculture production than ever before. One way to increase production of crops is to get them planted in an optimum planting window. This allows the crops to take the most advantage of the longer days during the growing season thus increasing their yield. The growing size of farms and reduced amount of farmers puts more pressure on each remaining farmer to mechanize more heavily, and to get more acres planted faster in order to get crops planted in time. Most areas have an optimal planting window of a few weeks. This drives a need for planters to get bigger so one man can plant more acres in a day. Besides getting bigger, planters are also getting able to accurately plant faster. Today many of the new planters are “high speed,” meaning they are able to plant at speeds of 7 to 10 mph. The typical research and discussions of high speed planters tend to focus on the speed effects on the seed placement, emergence, planting rates, active downforce systems, metering systems etc. There is little discussion on the effects these higher planting speeds have on the draft requirements of the row unit itself. There needs to be more knowledge about the relationship between soil and planting tools in order to optimize power and performance of the tools to minimize fuel consumption, labor, and soil compaction. In order to test the draft forces of various tillage and planting tools in different field conditions there needs to be a machine that can repeatedly test multiple tools in multiple field conditions over a wide range of speeds. This paper is about the development of such a machine. The Cultivation Assessment Test Apparatus (CAT App.) is a device used to pull tillage and planting tools at a consistent depth at different speeds measuring the draft and downforce requirements during tests.

M.A. / Please refer to full text to view abstract

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published_or_final_version / abstract / Sports Science / Master / Master of Science in Sports Science

Le projet d’acte juridique, comme diverses figures, apparaît dans des textes de loi, la jurisprudence et le langage des praticiens sans pour autant recevoir une quelconque définition. Usuel, son sens semble aller de soi, sans qu’il s’avère nécessaire d’y prêter une plus grande attention. De prime abord, ce constat peut trouver une explication dans l’idée selon laquelle il ne serait pas digne d’intérêt, puisqu’il n’est pas un acte juridique. Pour autant, il n’en est rien. En diverses occasions, le projet se voit attacher des effets de droit applicables aux parties ou à des tiers. Il constitue ainsi un fait juridique original, en tant que manifestation de volonté pré-acte juridique ne pouvant être assimilée à aucune autre notion. Par conséquent, il existe en l’occurrence un décalage évident entre le droit savant et la pratique du droit dont une voie toute tracée émerge. Dans un premier temps, cette thèse a vocation à définir une notion de projet d’acte juridique, actuellement en gestation. Dans un second temps, elle a pour objet d’identifier le régime juridique qui lui est propre. Par ce biais, il s’agit plus généralement de montrer en quoi le concept de projet, emblématique et transversal dans notre société moderne, reçoit une traduction particulière en droit / Although the draft contract (projet d’acte juridique), similarly to other terms, is quoted in legal texts, case law and in practitioners’ language, its definition is still missing. Commonly used, its meaning seems self-evident, leading unnecessary to pay attention to it. Initially, this may be explained because it is unworthy of interest, since it is not a contract. However, it is not the case. In many instances, the draft contract has legal effects concerning either parties or third parties. It thus constitutes a unique legal fact, as a precontractual manifestation of will that cannot be confused with any other concept. Consequently, there is an obvious gap between scholarly law and the practice. Then, the path is drawn. This thesis aims first at defining a concept of draft contract, already in the process of being drawn up, and secondly at identifying its own legal system. In this way, the idea is to show how the project concept, considered as iconic and transversal in our modern society, is translated in a specific manner in law

The intent of this thesis was to write an original play and detail the writing process. Themes dealt with in Jane (or, Dug In) are family, coping with grief, survivor’s guilt, and exploration (both literal and personal). In addition to the full script, this thesis explores the inspirations for the play and its title. The play’s genre is analyzed, and reasoning is given for this selection. Included are omitted scenes from the latest draft to offer additional insight into the playwright’s previous versions. A reading of the third draft was presented and detailed in this thesis. A section about future scenes and potential projects involving this script are examined.