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A qualitative study examined the role of mentoring in the career paths of women deans and vice presidents in four-year public and private institutions of higher education. This study explored the impact of mentoring in assisting women to achieve their career objectives; the impact of a mentor's gender; the impact of having a mentor versus not having a mentor; and a description of mentoring by each participant. Participants were selected systematically via professional contacts of the researcher and the Higher Education Directory (2000). 15 women deans and vice presidents in four-year public and private institutions of higher education consented to participate in the study. An interview guide was used to create a consistent method of questioning yet questions were open-ended to allow for flexibility during the interview process. Ten of fifteen women participant's indicated they had received mentoring during their careers. Five women interviewed did not receive mentoring during their careers. Their career paths and levels of achievement were similar to the women who had female mentors.

However, for the purpose of this thesis the presidential campaign of 1936 began with the June nominating conventions. At those times the candidates were selected. (Although there was never any doubt as to whom the Democrats would choose.) After the conventions the public had its first opportunity to weigh one nominee against the other. The conventions were the first big political shows. They also offered the country the official platforms upon the principles of which the candidates were supposed to stand. In short, with the conventions the big fight was on.

The growing patriotism of the Catholic population, the Church's vigorous support of the “Social Gospel,” and the accommodation of Catholics to American democratic institutions -- all of these factors helped to make the Church of Rome more acceptable to the majority of Americans. Nonetheless, there was still a considerable amount of latent anti-Catholic feeling in the country, especially in the South. Therefore, when Alfred E. Smith, a Catholic, became the Democratic presidential candidate in 1928, animosity towards the Catholic Church, which hitherto had been submerged, came to the surface during the campaign. Some people, especially Catholics, went so far as to maintain that it was religious prejudice that cost Smith the election. The purpose of this essay will be to determine the veracity or falsity of this interpretation of the cause of Smith’s defeat in the election of 1928, in the hope that a careful representation of the past will enable us to understand the living present and to predict the uncertain future.

The purpose of this study was to identify the extent of prophetic authority as it is understood and taught by those denominated prophets in the Church of Jesus Christ of Latter-day Saints. The purpose was accomplished by examining four specific areas: (1) What are prophets and what was their authority in the past as articulated in the accepted scriptures of the Church of Jesus Christ of Latter-day Saints? (2) What is the foundation of prophetic authority for the present dispensation? (3) How does prophetic authority relate to the member of the Church of Jesus Christ of Latter-day Saints? (4) How doe does prophetic authority relate to the world as a whole?It was found that the Plan of Salvation, as understood in the teachings of the Church of Jesus Christ of Latter-day Saints, is implemented by authorized ministers of God the Father who is the source of all authority. Christ is the greatest of these ministers and is the great prophet. The lesser prophets under Christ and specifically, Presiding Prophets, are fully empowered to implement, while holding inviolate the agency of the individual, the total Plan to all of God's children in and out of the Church. The Presiding Prophets of the Church of Jesus Christ of Latter-day Saints lay claim to this total authority.

This study was designed to evaluate the L.D.S. institute instructors use of statements made by leaders of the Church of Jesus Christ of Latter-day Saints. These leaders have instructed Church school teachers to teach what the prophets have said and not the teachers own ideas or views on doctrine.The data from this study show the following: (1) Approximately twenty per cent of instructor responses in selecting the stated principles of the Church on a current issue are incorrect; (2) The ability of the instructors to recognize prophet's statements from non-prophet's statements is seventy-three per cent; (3) Over ninty per cent of the instructors use prophet's messages in their teaching and counseling but have no organized procedure; (4) Over fifty per cent of the instructors feel the course outlines are not adequate on current issues, and (5) Ninty-three per cent would like an alphabetized syllabus of prophet's statements on current issues. The main recommendation is that instruction, methods, and materials be prepared to assist the Church teacher in teaching messages of the Modern Prophets.

In early Church history, several men were designated by the title of Assistant President, or Associate President, but only Oliver Cowdery, and later Hyrum Smith, held the actual office which is the subject of the present study. That office is properly titled Associate President. The office of Associate President fulfilled the requirements of the law of witnesses, and was a priesthood office. The Associate President assisted in bearing the keys of the last dispensation, and was acknowledged as the second ranking member of the First Presidency. The Associate President held the keys of the kingdom of God militant, and presided over the entire Church in the absence of the Prophet. It was the privilege and calling of the Associate President to act as a spokesman for the Prophet, in reflex of the same relationship that Aaron bore to Moses. Finally, the Associate President was appointed to succeed, by rank and by ordination, to the Presidency over the whole Church, in the event of the Prophet's death.

Presidents of Community Colleges and the administrators who reported directly to them were the subjects for this study based on the Four Frame Leadership Theory of Bolman and Deal (1990b). The Leadership Orientation (Self) Survey (LOS) was mailed to 169 community college presidents and administrators in the presidents' direct report teams. The final usable response rate of 69.82% to the survey fell within the acceptable range for education as defined by Boser and Green (1997). In addition, the subjects were asked to write about the most difficult challenge they had faced in their current position and how they handled that challenge. The purpose of this study was to determine (a) the usage of leadership frames from both groups; presidents and their administrative teams, (b) if gender or years of experience in their current positions were factors in leadership frame usage in each group, and (c) if there was a relationship between a president's frame usage and the frame usage of the members of the direct report team. The major findings were: 1. The presidents and administrators displayed the highest mean scores for the human resource frame with the mean scores of the three remaining frames (structural, political, and symbolic) clustering as a second unit of responses. In the narrative segment of the survey, the most frequently rated central theme among the presidents and the direct reports was the political frame. 2. The results from statistical analysis of the responses from both groups (presidents and the administrators who directly reported to them) did not show any statistically significant difference among frame use based on gender or number of years of experience in their positions. 3. The correlation coefficients did not indicate that there was a relationship in either direction regarding leadership style between the two groups (presidents and administrators). A phenomenological analysis of the scenario statements from these two groups indicated that presidents who used the political frame as a central theme tended to have administrators who also used the political frame as one or as a pair of central themes. Presidents who used the symbolic frame as a central theme tended to have administrators who used all four frames as central themes in their narratives. 4. A fourth finding was the discrepancy in the ability of the leaders to use multiple frames as demonstrated in the results from the quantitative and qualitative findings. The quantitative data suggested that these leaders were practicing the techniques of multi-framing more than one-half of the time. Contrary to this finding, the qualitative data showed that 5 of 30 scenario statements showed paired frames being used as central frames. 5. One additional finding based on the qualitative statements by presidents and their administrators revealed much thought and intentional practice in the leaders' ability to build teams.

The unique relationship between the full-time professional school superintendent and the volunteer, part-time and untrained school board, creates challenges in the governance partnership for school districts across the nation. The superintendent-school board relationship is at the core of the governance team and essential to the success of the superintendency, and ultimately the building blocks for a school system which supports high academic achievement for all students. The purpose of this study was to explore a range of governance activities designed to promote and strengthen the school board-superintendent partnership. This study examined the preferences of both superintendents and school board presidents regarding specific governance activities. Respondents from small to mid-sized (1,500-14,999 student enrollment) public school districts in California completed questionnaires for this study. The data analysis was based on 191 superintendent surveys and 107 school board president surveys. The results of the study revealed that significant differences existed for superintendents and school board presidents regarding their preferences for specific collaborative governance activities. The study also revealed that some similarities existed for both groups regarding such activities. Additionally, several characteristics for superintendents and school board presidents, including whether or not the superintendent implemented an entry plan and district size, revealed that there were differences in preferences regarding collaborative governance activities. Finally, this study suggests that both superintendents and school board presidents were less likely to prefer or less likely to already be engaged in facilitating collaborative governance activities focused on non-instructionally related and organizational topics as compared to their preferences for academically centered activities. The outcomes from the survey results suggest that superintendents should strongly consider taking control of setting the professional development agenda for the governance team. Since survey results revealed that both superintendents and school board presidents were not likely to initiate such activities, the superintendent and the board president should explore using the services of expert facilitators. These experts may assist the governance team to set the foundation for team training, guide a workshop series regarding roles and responsibilities between the members of the governance team, and establish a board self-evaluation protocol.

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