Masters of Public Health - see Magister Public Health / Dental fluorosis is an endemic condition in a number of regions of South Africa, varying in degree of affliction according to the drinking water fluoride concentration in the area. Objective: While a number of South African studies have reported on the relationship between fluorosis and fluoride concentration in the drinking water, the purpose of this study was to determine perceptions of dental fluorosis in the Central Karoo District of the Western Cape. Methods: Learners aged 12-15 years and who had been lifelong residents in their respective areas were selected from schools in Leeu Gamka, Merweville, Nelspoort and Murraysburg. All the children meeting the inclusion criteria were included realising a total sample of 189. Drinking water fluoride concentration of each town was determined and concomitant fluorosis affliction was assessed. An interviewer administered questionnaire was used to determine respondents’ self-rated perceptions of fluorosis as well as their responses to a set of statements on clinically defined fluorosis. To this end four photographs, each depicting a different degree of fluorosis: (No fluorosis; Mild fluorosis; Moderate fluorosis; Severe fluorosis) were shown to the respondents. Results: In Leeu Gamka, with the highest fluoride concentration ([F] = 1.62ppm), 82% of respondents were aware of fluorosis stains as opposed to 6%-20% awareness in Merweville ([F] = 0.68), Nelspoort ([F] = 0.70) and Murraysburg ([F] = 0.56). Two thirds of respondents in Leeu Gamka found the appearance of their teeth embarrassing compared to only 2%-10% in the other 3 areas. The majority of respondents in Leeu Gamka (82%) indicated that they would want to remove the fluorosis spots with only 4%-20% in the lower fluoride areas. Two thirds (67%) of the Leeu Gamka respondents were teased compared to 2%-6% in the other areas. Most of the respondents have not tried to do anything to the appearance of the teeth, even in the higher fluoride area of Leeu Gamka. The average response varied little for all the photographs across the geographic areas (the minimum and maximum scores varied between 4.00 and 5.00) and reflected a greater tendency towards strongly disagreeing with the statement on aesthetics-even for the photographs depicting no fluorosis and mild fluorosis. The average response varied between 1 and 2 among all four geographic regions showing a tendency to “agree” and “strongly agree” to the statement on embarrassment. The average response to the statement on neglect varied little for all the photographs across the geographic areas as the minimum and maximum average response scores varied between 1.36 and 2.39 (agree and strongly agree). The response to the statement on disadvantage varied little for all the four photographs across the geographic areas (minimum=1.00, maximum=2.07) and reflected a greater tendency toward strongly agreeing and agreeing with the statement. Conclusion: The respondents from the higher fluoride area were more aware of dental fluorosis, had a greater perception of embarrassment and the strongest desire to remove the fluorosis staining. There was little variation in the average response to the statements on clinically defined fluorosis across the geographic areas. The learners erroneously believed that dental fluorosis was due to neglect, which is an indication that many learners are not aware of the cause of dental fluorosis in their community. The general consensus of the communities was that fluorosis was judged with feelings of negativity (embarrassment and a disadvantage for the child into adulthood).

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This applied dissertation was designed to determine the variations in law school deans’ conceptions of distance education (DE) as an educational model within the American Bar Association (ABA) accredited law school. Currently, not a single ABA-accredited law school offers a plan of study for completion of a Juris Doctor (JD) degree utilizing the DE educational model. The law school dean is an essential opinion leader providing leadership for all stakeholders of the law school. Gaining a better understanding of law school deans’ perceptions towards DE is critical if DE is to become an accepted educational model in ABA-accredited legal education. Nineteen deans of ABA-accredited law schools from every region of the country were interviewed. The phenomenographic qualitative approach was utilized in the study, which seeks to explain variation in understanding a phenomenon among a set of participants. In phenomenographic research, all interviews are transcribed verbatim, and the transcripts became the central focal point of analysis in the investigation. The participants were treated as a group, and the goal of the data analysis was to identify variations in the phenomenon across the group, not between individual participants in the group. The construction approach was used to develop the categories of description. As a theoretical framework, Rogers’s perceived attributes theory was used to develop the categories of description in the analysis of the verbatim transcripts. The findings indicated that the variation in conceptions of ABA-accredited law school deans towards DE could be determined by the 5 constructs of Rogers’s perceived attributes theory: relative advantage, compatibility, complexity, trialability, and observability.

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.

The purpose of this study was to identify and describe leadership styles and influence behavior tactics used by college deans with their faculty members. Each of the 104 faculty member respondents completed the Influence Behavior Questionnaire Target-2000 a questionnaire. The IBQ Target-2000 measured the use of influence behavior tactics by deans as interpreted by faculty members. The findings of the study concluded that deans lead and faculty members follow by way of differing influence behavior tactics. The findings suggest that, more times than not, the deans influence attempts resulted in complete commitment by the faculty members. It was also found that deans prefer to utilize certain influence behavior tactics more than others. Generally, deans used Rational persuasion, Consultation, and Inspiration tactics approximately twice as often as Exchange tactics, Personal appeals, and Pressure tactics. It was found that the dean's choice and use of influence behavior tactics are dependent, to some degree, on the faculty member's gender or academic status. Furthermore, it was concluded that deans from non-unionized colleges, small colleges and private colleges utilize differing types of influence behavior tactics than their counterparts at unionized, large, public colleges. Finally, it was concluded that deans utilize influence behavior tactics differently with tenured faculty than non-tenured faculty. The study raised some interesting questions that merit further inquiry and study. In summation, there is a perception among faculty members that deans do not use influence behavior tactics uniformly. Other relationships, theories, hypotheses or conclusions remain unsettled at this point in time.

The purpose of this study was to examine the impact of disciplinary background on the leadership styles of academic deans. The researcher conducted a nation-wide survey of academic deans from a wide range of disciplines. Specifically, the study sought to determine whether the disciplinary backgrounds of university deans are reflected in their self-reported actions, decision-making, and role perceptions. Subjects’ disciplines were categorized according to high-consensus and low-consensus fields as well as the pure/applied dichotomy. Four dimensions of organizational leadership (bureaucratic, collegial, political and symbolic) were utilized to define the subjects’ potential cognitive frames. The subjects’ use of cognitive frames were classified into predominantly single-, paired-, or multi-framed approaches. Descriptive statistics, mean comparisons, and logistic regression were utilized to analyze the behaviors and motivations of subjects in the study.

This study is an investigation of Dr. Laura Jane Harper's tenure, achievements, and contributions to Virginia Tech from 1949-1980. Throughout Virginia Tech's history, examples of leadership, scholarship, and service have been recorded about students, faculty, and administrators; however, female administrators are overlooked in these collections. Using archival and interview data collection techniques and historical biographical methods, we will examine Harper's influences to the profession, significant contributions in the areas of scholarship, administration, and as a mentor for minorities and women. Harper was born on August 18, 1914 in Jackson, Mississippi. She attended and graduated from Belhaven College in 1934 with a bachelor degree, a master of science degree in 1948 from the University of Tennessee, and a doctorate in 1956 from Michigan State University. From 1960 until 1964, she served as dean of the School of Home Economics for both Radford College (now known as Radford University) and VPI (now know as Virginia Tech). After 1964, Harper continued to serve as the Dean of the Home Economics College at VPI with additional responsibilities until her retirement in 1980. During Harper's tenure she touched the lives of many and made several contributions to the institution in which she was employed. Harper worked at Virginia Tech as a professor, researcher, department head, and dean for over 31 years in the home economics discipline; however, the legacy she left continues. / Master of Arts

Thesis (Ed. D.)--Illinois State University, 1977. / Title from title page screen, viewed Dec. 22, 2004. Dissertation Committee: William E. Colvin (chair), Fred V. Mills, C.L. Steinburg, Eric Bickley, M.M. Chambers. Includes bibliographical references (leaf 92) and abstract. Also available in print.

Purpose – The purpose of this study is to advance the literature on leadership by investigating the Full Range Leadership Model (FRLM) Bass and Avolio (1994-1997) in the context of the Colleges of Technology (CoTs) in Oman. Design/methodology/approach – In order to achieve the research objective and answer the research questions, a qualitative study was undertaken. The data was obtained by two methods, namely semi-structured interviews and focus groups. The semi-structured interviews were held with College Deans, Heads of Departments (HoDs) and teachers. The focus groups were carried out with seven groups of students from four CoTs. The data was analysed by a thematic approach, following the systematic steps outlined by Braun and Clarke (2006). Findings – Significant relationships were found between the transactional leadership approach and institutional theory (Isomorphism and legitimacy). The findings advance leadership knowledge by exploring the relationship between the components of FRLM, transformational and the transactional leadership approaches in hierarchical levels of leadership in the context of the CoTs in Oman. Both the Deans and the HoDs employed transactional leadership approaches to ensure compliance with the requirements of the Ministry of Manpower. Moreover, the study extended the leadership literature by exploring the interaction between leadership approaches of the Deans and the HoDs on multi-national teachers and Omani students. Originality/value – The originality of this research lies in its exploration of the relationship between transformational and transactional leadership approaches in hierarchical levels of academic leadership and its identification of the characteristics of effective leadership in HEIs from a multicultural perspective. / Ministry of Manpower (MoMP)