This thesis outlines the setting for and establishment of the Church of Jesus Christ of Latter-day Saints in the British Isles. The intent is to identify and analyze who the early converts were that first embraced Mormonism in England, in and around Preston, Lancashire. The study describes the extant records, the social and economic family lifestyle, and religiosity of the Mormon converts from 1837, upon the Church's arrival in Britain, to approximately 1851.

This thesis examines the relationship between French female Catholicism during the 17th century and representations of Huron women’s spirituality in Relations des Jésuites. I argue that the nuances of French dévote culture highlight the elevated status of women in Huron indigenous society. These portraits of Huron women by the Jesuits inspired French women to breach the cloister and become missionaries, resulting in newfound religious freedoms for dévotes achieved through imperialistic efforts against the Huron nation.

The purpose of this study was to investigate the effects of a metacognitive language learning strategy training program that was implemented into computer-assisted language learning (CALL) software on second language learners' independent use of metacognition and language learning strategies (LLS). Questions under investigation included what effect this metacognitive training had on learners' independent use of metacognition, the differences in use of metacognitive strategies between fast and slow language learners, and the effect of learners' perceptions of metacognition on their use of LLS and specific metacognitive strategies.The subjects included 239 missionaries learning Spanish as a second language at the Missionary Training Center (MTC) in Provo, Utah where the learners experienced a rigorous, two-month language training program in their second language. The missionaries were randomly assigned to either the experimental group, which consisted of 120 missionaries, or control group, composed of 119 missionaries.

This thesis is concerned with the life and works of James Godson Bleak (1829-1918), with particular reference to the composition, contents, and historical value of his "Annals of the Southern Utah Mission."

This project was designed to generate information relative to a specific intercultural communication situation, especially directed toward diversity between cultural expectation and performance in the following areas: first, Chinese expectation of American Latter-day Saint missionaries' performance in Chinese contexts; and second, performance of the missionaries, as reflected by their knowledge of proper conduct in Chinese contexts at the end of their missions.Using Q-card sorting procedures and t-test analysis, an analytically developed instrument consisting of seventy statements grouped in six behavior categories was applied in the specific areas. Twenty-nine of the seventy statements showed significant diversity. Four of the hypothesized behavior categories proved to be statistically significant. These include, in descending order from the largest significance: "tradition", "language", "personal manners", and "personal space". Generally, the results indicate that missionaries are returning from Taiwan and Hong Kong with some cultural deficiencies which may interfere with effective personal communication. A program of ongoing cultural education designed for missionaries in these areas is suggested as a way to alleviate such deficiencies

The introduction of Mormonism into Great Britain was met with both success and resistence. The major form of British resistence to the Latter-day Saints was through the press. From the introduction of the Church into Great Britain in 1837 to 1860, numerous anti-Mormon pamphlets were published to discourage people from associating with what was considered to be a strange American sect.The major themes of a number of these tracts have been analyzed in order to gain a better understanding of how the Mormons were perceived by the British. Some of the major themes included the evil character of Joseph Smith; the immorality of the Mormons; and, comparisons between the Mormons and the Muslims. The themes of anti-Mormon pamphlets reflected the attitudes and concerns of the Early Victorian middle class displayed a sense of concern for the vulnernability of social inferiors. Pamphlets published in the 1850s were partly sucessful in creating a negative public image of Mormonism that was disturbing to many practicing saints and impaired missionary work.

Language learning strategies (LLS) are specific actions, behaviors, steps, or techniques that learners use to improve their rate and level of L2 development. This thesis details the development and validation of a LLS training program designed to measure if training in LLS increases LDS missionaries' awareness of LLS as potential language learning tools. Specifically, it explores the question as to whether missionaries trained in LLS use and intend to use LLS more frequently, more appropriately, and with a greater range than those not trained in LLS. The development of the LLS training program involved selecting a set of 48 specific strategies in 10 categories, developing 17 strategy training lessons, and designing a nine-week training schedule. Five different instruments were used to investigate strategy of use with German and Portuguese learning missionaries: (a) a Missionary Background Questionnaire, (b) a Situational Strategy Evaluation Worksheet, (c) a Learning the Language in the Mission Field Worksheet, (d) a Missionary Language Learning Questionnaire, and (e) a Missionary Task Performance and Retrospective Interview. The effects of training on the variables of training, language, and gender were analyzed. Results showed that for intended strategy use, those missionaries having received the LLS training showed significantly higher scores for frequency, appropriate usage, and range over those with no training. Results also showed evidence that different languages may react to training differently for intended strategy use. Although in both German and Portuguese those trained scored higher, the difference between trained and untrained Portuguese-learning missionaries was greater than for German-learning missionaries in measures of frequency and appropriate usage. Influence of gender indicated that German-learning males intended to use more strategies than German-learning females while the opposite was found for Portuguese learners.Results for actual strategy use for missionaries in the Missionary Training Center showed that LLS training had no significant impact on frequency, appropriate usage, or range. Results also showed that Portuguese learners reported using more total strategies and in particular more speaking strategies. For grammar strategies, untrained learners reported using more strategies than those trained. Gender showed no effect on the actual use of strategies

In the wake of the Protestant penetration into the Near East, Jacob Spori was sent to Constantinople in 1884 to open a mission of the Church of Jesus Christ of Latter-day Saints in Turkey. Spori and later his companion, Joseph M. Tanner, preached first to the Europeans of Constantinople, then projected their efforts down into the major cities of Palestine. Among the German colonists, the missionaries found several valuable converts, most of whom emigrated to Utah.Ferdinand F. Hintze gained the title "Father of the Armenian Mission" through his extensive preaching tours throughout the interior of Asia Minor. He found the Armenians to be curious, imaginative, creative, but lacking in leadership ability and stability, being very enthusiastic for a cause one day and a few months later wanting nothing to do with it. It was among these Armenians that the Mormon mission developed.

Chapelle (1997) states the following as a vital question to be asked with respect to computer assisted language learning, “How good is the language experience in CALL for L2 learning?” (n.p.) In order to truly answer this question, investigators need to look to the learner and his concerns. In planning curriculum or designing a program, teachers and administrators normally look toward learner needs. However, these educators are also known to fully implement a new program, at times, without consideration of learner concerns. This appears to be especially true with the use of technology in the second language classroom. Research is needed to look at how the learner feels about technology. Former studies (Fuller, 1969; Hansen, 1996) have focused on the concerns of teachers or preservice teachers, but little research has been done focusing on the actual concerns of the learner.The current study focused on the concerns of over two hundred young adult missionaries from the Church of Jesus Christ of Latter-Day Saints who studied foreign languages at the LDS Missionary Training Center (MTC) for two months, with the aid of a Technology Assisted Language Learning (TALL) program. The subjects answered a background questionnaire upon beginning their study of a foreign language. At the end of their study program, the missionaries responded to a questionnaire where they could express their concerns about learning through technology. In addition, interviews with selected participants were conducted at the end of the missionaries' program.The data were analyzed and categorized and focus was given to the types of concerns expressed and how the concerns differed for language group, learner rate, gender, and other background factors. Four major categories of concerns were identified: instructional, language, software, and none. Most of the concerns expressed by the learners dealt with instructional issues such as the amount of variety and learner control as well as how learners review material and receive feedback from the computer. Chi-square post hoc analyses showed the greatest differences in the number of concerns within the Portuguese learners. Concerns of fast versus slow learners appeared different as well. Tests showed that slower learners were significantly more concerned about the computer going at a pace that worked well for them, becoming bored easily, and not having enough time on certain computer activities. Profiles describing those and other differences were created based on the interviews conducted with several learners.

Between 1853 and 1914 the kingdom of Prussia and the Church of Jesus Christ of Latter-day Saints, the Mormons, disagreed over the issue of Mormon missionaries proselyting in Prussia. In 1853 royal magistrates banished all Mormon missionaries from the kingdom for advocating emigration. A new church policy of preaching without seeking for official permission, in addition to an improved relationship between the Mormons in Utah and the United States government after the Manifesto of 1890, led to an increase in missionaries sent to Germany, including Prussia. By 1900 mormon success alarmed the Prussian Protestant clergy and a few Prussian governors as well. The governor near the Russian border banished Mormon missionaries as "undesirable" foreigners. In response to an appeal by the United States Embassy, the Prussian Interior Minister decided in December, 1902 that the Mormons posed a threat to the public morality of Prussia. He issued a new banishment decree in 1903. Despite this decree and increased scrutiny by local police officials, Mormons continued to work in Prussia, enjoying limited success until World War I put a hiatus on American Mormon missionary work in Europe.