Current Search: Leadership--United States (x)
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(1 - 15 of 15)
- Title
- The roles and responsibilities of the Associate in Science Degree department chair.
- Creator
- Bredemeyer, Nancy Rehak, Florida Atlantic University, Bryan, Valerie
- Abstract/Description
-
The changing roles and responsibilities of the Associate in Science Degree department chair (ASDDC), influencers of change, and need for training were examined at two Florida community colleges using a modified Delphi research methodology in three rounds. One hundred-twenty-three roles and responsibilities of the Associate in Science Degree department chair identified in Round One interviews of 20 Workforce Associate in Science Degree department chairs were utilized to construct a...
Show moreThe changing roles and responsibilities of the Associate in Science Degree department chair (ASDDC), influencers of change, and need for training were examined at two Florida community colleges using a modified Delphi research methodology in three rounds. One hundred-twenty-three roles and responsibilities of the Associate in Science Degree department chair identified in Round One interviews of 20 Workforce Associate in Science Degree department chairs were utilized to construct a questionnaire implemented in Round Two and Round Three of the Delphi study. The ASDDCs interviewed in Round One, serving as the expert panel in Two and Three, were asked, "How are the listed roles and responsibilities changing?" Sixty-seven, or 63.21 percent of the identified list of roles and responsibilities of the ASDDC reached consensus of change. Fifteen, or 14.50 percent of the roles and responsibilities were identified as "changing rapidly" or "change is tremendous." Nine categories of responsibilities emerged from the identified 123 roles and responsibilities of the ASDDC. Ranked highest to lowest in consensus of change were: Technology, programs, community college, students, professions, hiring/supervising, leadership, clerical and last, training. Statistical significance was found between the subgroups of "high tech" ASDDCs and "high touch" ASDDCs in three categories: program, community college, and hiring/supervising. Themes emerging from the study indicated the Associate in Science Degree department chairs are fulfilling Gmelch and Miskin's earlier identified department chair roles of manager, leader, and scholar with the faculty developer role just emerging; the future holds time-consuming clerical work; the chairs are proud of their technology and physical working space; community colleges are changing; Associate in Science Degree department chairs see themselves as leaders in their professions by teaching and developing curriculum, and ambiguity and lack of clarity exits in the roles and responsibilities of the Associate in Science Degree department chair which echoes Dymmel's earlier findings in North Carolina community colleges. Recommendations resulting from the study include: Restructuring the position of Associate in Science Degree department chair, examining the ambiguity of the position, and creating partnerships to provide training for the position.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12173
- Subject Headings
- Community colleges--Florida--Administration
- Format
- Document (PDF)
- Title
- The use of strategic leadership actions by deans in Malaysian and American public universities.
- Creator
- Yasin, Malmuz Z., Florida Atlantic University, Pisapia, John
- Abstract/Description
-
The purpose of this descriptive non-experimental study was to determine if significant relationships exist between the leaders' use of strategic leadership actions and their success as perceived by their followers, and mediated by environmental contexts, and demographics. The participants in this study 3were 124 university professors and 22 Deans from Florida Atlantic University, Universiti Putra Malaysia, and Universiti Teknologi Malaysia. The participants were chosen via a random stratified...
Show moreThe purpose of this descriptive non-experimental study was to determine if significant relationships exist between the leaders' use of strategic leadership actions and their success as perceived by their followers, and mediated by environmental contexts, and demographics. The participants in this study 3were 124 university professors and 22 Deans from Florida Atlantic University, Universiti Putra Malaysia, and Universiti Teknologi Malaysia. The participants were chosen via a random stratified sampling. They were asked to response to 77 questions on the Strategic Leadership Questionnaire ((SLQ), which was developed based on Pisapia's theory of Strategic leadership. The data collected was analyzed through multiple regression and correlation techniques to ascertain the hypothesized relationships. The criterion variable involved in this study was leader success as interpreted by the professors. The predictor variables were the adaptive actions employed by the Deans as interpreted by the professors. Environmental context and demographic variables serve as control variables. The results of the study revealed that the SLQ was reliable, even though the construct validity of the SLQ was not supported. The instrument is strongly recommended for use in measuring Pisapia's theory of strategic leadership. The study also found that successful leaders use a wider array of leadership strategies than less successful leaders. There was also a significant difference between the array of action sets used by successful Dean's in Malaysian and American Universities and the array of action sets used by less successful Dean's in Malaysian and American Universities. Therefore, these findings are supportive of Pisapia's proposition that leaders often fail because they are trained in and rely upon a linearity of thinking mindset, which does not work in situations characterized by ambiguity and complexity that requires them to be flexible and change oriented.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12203
- Subject Headings
- Educational leadership--United States, Educational leadership--Malaysia, Education and globalization
- Format
- Document (PDF)
- Title
- Perceptions of Characteristics Contributing to Success in Two University-Based Programs Designed for Adults of Retirement Age.
- Creator
- Chairman, Rachelle, Acker-Hocevar, Michele A., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to identify characteristics and practices, related values, and the processing of stakeholders ' voices in two educational programs for older adults that are perceived as effective by their stakeholders. This purpose was motivated by the researcher's desire to provide useful information to program leaders and institutional leaders in the field of older adult education. The information is presented for leaders who are building new educational events and integrating...
Show moreThe purpose of this study was to identify characteristics and practices, related values, and the processing of stakeholders ' voices in two educational programs for older adults that are perceived as effective by their stakeholders. This purpose was motivated by the researcher's desire to provide useful information to program leaders and institutional leaders in the field of older adult education. The information is presented for leaders who are building new educational events and integrating them into their organizations. The research was conducted at two sites at Florida Atlantic University: the Lifelong Learning Society at the Jupiter campus and the Memory and Wellness Center at the Boca Raton campus. The voices in this text belong to practitioners, theoreticians, and attendees- all learners as well as contributors. The researcher's face-to-face interviews, group discussions, and observations disclosed four meta themes: (a) envisioning, creating, and establishing the learning environment; (b) program characteristics, (c) fostering persistent participation, and (d) leaders' roles and responsibilities. These themes encompassed both sites while illustrating inherently unique aspects of each program. The setting at each site was comprised of three distinct aspects -physical, affective, and activity- and each uniquely contributed to program success. Although each setting and program had its own reasons and methods for stimulating cognitive functioning, they shared the assumption that wellness and learning are related. Leaders of both programs displayed four foundational qualities: respect, kindness, encouragement, and flexibility. Each of these characteristics fostered strong positive relationships with attendees and partnerships that promote learning among colleagues. These examples of successful leadership suggested several guidelines for front line practitioners. Among these were building expertise in market awareness, fund raising, a wide communication repertoire, and the critical ability of establishing a cadre of program supporters within and beyond the organization. Recommendations for higher-level leaders included attending to core institutional values, community connections, open communication, inclusion of new team members, and the value of listening to everyone's ideas. Factors that advanced the establishment of educational programs for older adults include their growing numbers, assertive voices, and value to host institutions. This study raises the question: in what ways do these formal, communal learning events contribute to follow-up independent learning?
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000658
- Subject Headings
- Older people--Education--United States, Adult education
- Format
- Document (PDF)
- Title
- Presidential Success and the Policy Divide.
- Creator
- Hicks, William, Schwerin, Edward, Florida Atlantic University
- Abstract/Description
-
This research evaluates presidential legislative success with an analysis of roll call votes on which the president expressed a preference, 1953-2006. The dependent variables reflect presidential success, presidential support, and opposition party support. The analysis finds that the independent variable responsible for the greatest variance of presidential success in both chambers is divided government. Presidents generally are more successful on foreign policy legislation than domestic...
Show moreThis research evaluates presidential legislative success with an analysis of roll call votes on which the president expressed a preference, 1953-2006. The dependent variables reflect presidential success, presidential support, and opposition party support. The analysis finds that the independent variable responsible for the greatest variance of presidential success in both chambers is divided government. Presidents generally are more successful on foreign policy legislation than domestic policy legislation in both chambers. However, the disparity between the two policy realms becomes less distinguishable during major foreign conflicts. Regression analysis indicates that the occurrence of major foreign conflicts is associated with increased presidential success and opposition party support on domestic policy in the House. Yet, the occurrence of foreign conflicts has a minimal effect on presidential success and opposition party support on foreign policy legislation in the House. In the Senate, the occurrence of foreign conflicts has a minimal impact on presidential success.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/fau/fd/FA00000928
- Subject Headings
- Political leadership--United States, Executive power--United States, United States--Congress--Powers and duties, United States--Politics and government--2001-
- Format
- Document (PDF)
- Title
- Instructional leadership: Principals making a difference with high-poverty and minority populations to improve instruction and increase student achievement.
- Creator
- Hopkins, Julie., Florida Atlantic University, Maslin-Ostrowski, Patricia
- Abstract/Description
-
The purpose of the study was to examine instructional leadership through an in-depth multi-case study of three high poverty and high minority elementary school sites where the principals had been identified as instructional leaders. The study identified how schools with unique populations practiced instructional leadership and compared the methods used to the six standards described by the NAESP. In addition, the research identified actions of instructional leaders used to enhance school...
Show moreThe purpose of the study was to examine instructional leadership through an in-depth multi-case study of three high poverty and high minority elementary school sites where the principals had been identified as instructional leaders. The study identified how schools with unique populations practiced instructional leadership and compared the methods used to the six standards described by the NAESP. In addition, the research identified actions of instructional leaders used to enhance school improvement efforts in schools serving high poverty and high minority populations while contributing to the understanding of the principal's role as an instructional leader. The three findings were: that the elementary school principals leading high minority and high poverty schools each incorporated the six standards set by the NAESP to improve instruction and student achievement; each of the principals implemented the NAESP standards based on the specific needs of their schools by using a reframing process to assess the context and identify which standards to focus on; and principals were reflective and responded to the needs of the environment by shifting leadership roles. The findings in this study were based on interviews of teachers and principals, observations of both formal and informal meetings, and review of school documents. Based upon the three findings, the following three conclusions resulted from the study. First, the six NAESP Standards provide a foundation of practice for what principals need to know and be able to implement in order to become effective instructional leaders. Second, instructional leadership is a flexible, not a stagnant model. Third, the use of reflective practice is essential for providing the flexibility in the thinking that is needed to reframe the six NAESP Standards to fit the unique context and lead a school toward continued improvement. Building an effective foundation using the six NAESP Standards is contingent upon the principal applying a focus on the standards that will contribute the most to student achievement and being able to be a reflective practitioner demonstrating flexibility in both thinking and leadership roles.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12190
- Subject Headings
- Educational leadership--United States, School improvement programs--United States, Elementary school principals--United States, Poor children--Education--United States
- Format
- Document (PDF)
- Title
- Investigation of the value of teacher leadership capacity-building: Implementation of an intervention framework to raise student achievement.
- Creator
- Nowocien, Darlene J., Florida Atlantic University, Guglielmino, Lucy M., Acker-Hocevar, Michele A.
- Abstract/Description
-
The purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers'...
Show moreThe purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers' classroom practices; (c) teachers' readiness for self-directed learning; and (d) student achievement. The study addressed four research questions and three hypotheses. Following the professional development intervention, teachers' perceived changes in their professional practices were documented on a self-report survey, with the greatest positive change reported in types and variety of instructional practices. Significant gains were found in teachers' observed effective behaviors (Florida Performance Measurement System scores), teachers' Self-directed Learning Readiness Scale scores and student achievement in reading. The outcomes, while they cannot, of course, be solely attributed to the intervention, support the concept that teacher leadership capacity is built from within when teachers are encouraged to take a greater responsibility for the design and implementation of their professional development and to share their strengths with their colleagues in a true learning community. The intervention was implemented in an at-risk school, but it provides a framework that can be replicated elsewhere. This project required a commitment of resources for observations, peer coaching, modeling instructional strategies, team meetings, reflective team planning, team data analysis, and a variety of professional development sessions chosen and designed by staff that took place both within and outside of the regularly scheduled workday. The school district, an outside private foundation, and additional grants provided funding for most expenses, including an on-site professional development facilitator. Further follow-up research is warranted given the brevity of this study and the time needed for systemic change.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12163
- Subject Headings
- Academic achievement--Measurement, Educational leadership--United States, Teacher participation in administration--United States, School improvement programs--United States, Educational change--United States
- Format
- Document (PDF)
- Title
- Socio-Cultural Leadership: An Innovative Model For School Leadership.
- Creator
- Blackburn, Desmond K., Bogotch, Ira, Florida Atlantic University
- Abstract/Description
-
The conceptual framework of this study suggested that Socio-Cultural Leadership was composed of the following four factors: Instructional Domain, Emotional Domain, Community Domain, and Cultural Domain. Furthermore, it was posed that these factors, collectively and independently, directly impacted student achievement in schools ofhigh poverty. From this framework, the Socio-Cultural Leadership Questionnaire was developed (SCLQ). The research questions that guided this study were: 1. Do the...
Show moreThe conceptual framework of this study suggested that Socio-Cultural Leadership was composed of the following four factors: Instructional Domain, Emotional Domain, Community Domain, and Cultural Domain. Furthermore, it was posed that these factors, collectively and independently, directly impacted student achievement in schools ofhigh poverty. From this framework, the Socio-Cultural Leadership Questionnaire was developed (SCLQ). The research questions that guided this study were: 1. Do the items of the survey instrument divide into the four domains as described? 2. What is the relationship, collectively and independently, between SocioCultural Leadership and student achievement in high-poverty schools? 3. Is the frequency in observed principal behaviors different between lowperforming and high-performing schools? Therefore, the purpose of this study was to, via exploratory factor analysis; verify that these four factors existed as described and to, via regression analysis, find the direct relationship between the resulting factors and student achievement in high poverty schools. High poverty schools were defined as schools where 50 percent ( 40 percent for high schools) or more of the student population participated the federally funded Free and/or Reduced Price Lunch Program. This study also sought to differentiate these findings according to the performance levels of the schools sampled. The pilot study, the descriptive statistics, the principal components analysis, and the measures of internal consistency, all provided the researcher with empirical evidence to establish the reliability and validity of specific SCLQ items along with the significance of the resulting factors. Two of the five SCLQ subscales that resulted from the factor analysis, OP (outreach to parents) and MIPD (management of instructional process detractors), positively correlated with student achievement in the total sample (n = 903). There is a less than 5 percent chance that these findings were due to a Type I sampling error. Finally, principals in high-performing schools exhibited behaviors indicated by subscales OP (outreach to parents) and MIPD (management of instructional process detractors) significantly more than principals in low-performing schools.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fau/fd/FA00000650
- Subject Headings
- Academic achievement--Cross-cultural studies, Minority students--Social conditions, Motivation in education
- Format
- Document (PDF)
- Title
- College administrators' perceptions of the value of leadership/administrative training programs for aspiring administrators.
- Creator
- Horner, Linda Traywick., Florida Atlantic University, Guglielmino, Lucy M.
- Abstract/Description
-
The purpose of this study was to investigate how participation in leadership/administrative training programs is perceived by selected administrators who recommend candidates for appointment to academic administrative positions in two-year colleges. The subjects in this research included 192 chief academic officers of two-year colleges listed in Who's Who in Community Colleges. A stratified sample was selected to assure (a) equal representation from the six regions served by regional...
Show moreThe purpose of this study was to investigate how participation in leadership/administrative training programs is perceived by selected administrators who recommend candidates for appointment to academic administrative positions in two-year colleges. The subjects in this research included 192 chief academic officers of two-year colleges listed in Who's Who in Community Colleges. A stratified sample was selected to assure (a) equal representation from the six regions served by regional accrediting associations and (b) proportional representation of male and female chief academic officers within each region. A survey instrument titled The Employment Criteria Survey was developed by the researcher. The first part of the survey requests information concerning the respondent's age, gender, and past participation in leadership/ administrative training programs. In the second part of the survey, respondents were asked to assign values to selected qualifications and characteristics of a hypothetical candidate who is being considered for appointment to an academic administrative position. Eight questions were investigated by the researcher to examine the value that administrators would assign to specific qualifications or characteristics of candidates. The frequency and percentage of each rating value were recorded for each item. The mean and standard deviation for the rating values were determined for each item. The results of these descriptive statistics were interpreted for answers to the research questions. Sixteen hypotheses were tested. The statistical procedure used was analysis of variance and the significance level was 5%. The findings included: (1) Candidates' experience of more than five years as a department chair, college level administrator, or faculty member is perceived as more valuable than participation in training programs. (2) Candidates' education of an earned doctorate in administration of higher education or a field other than education is perceived as more valuable than participation in training programs. (3) Candidates' participation in training programs is perceived positively, but not highly so. (4) Candidates' age and gender are not factors when administrators make employment decisions. (5) Current employment as an academic administrator at the institution where one is seeking appointment is perceived as more valuable than employment as a member of the faculty or as an administrator in a non-educational organization. None of the sixteen null hypotheses were rejected. There were no significant relationships between the respondents' age, gender, geographical location, or personal participation in training programs and the values that they assigned to participation in different types of training programs by candidates, for academic administrative positions.
Show less - Date Issued
- 1996
- PURL
- http://purl.flvc.org/fcla/dt/12442
- Subject Headings
- Junior colleges--United States--Administration, Universities and colleges--United States--Administration, College administrators--Training of--United States, Career development--United States, Leadership--United States
- Format
- Document (PDF)
- Title
- Lecture on the character and services of James Madison : delivered before the "Young Men's Association for Mutual Improvement in the city of Albany," February 28, 1837.
- Creator
- Barnard, Daniel D. (Daniel Dewey), 1797-1861, Hoffman & White
- Abstract/Description
-
Cover title: Character and services of James Madison. FAU Libraries' copy imperfect: cover missing; edges trimmed to 22 cm.
- PURL
- http://purl.flvc.org/fau/fd/fauwsb12f13
- Subject Headings
- Madison, James, 1751-1836, Madison, James, 1751-1836 -- Ethics, Presidents -- United States, Political leadership -- United States, Character, Founding Fathers of the United States, Speeches, addresses, etc., American -- 19th century
- Format
- E-book
- Title
- The application of Bowen Family Systems Theory to the high school principalship.
- Creator
- Gottlieb, David G., Florida Atlantic University, Maslin-Ostrowski, Patricia
- Abstract/Description
-
The purpose of this multi-ease qualitative study was to examine the application of Bowen Family Systems Theory to the high school principalship. More than eighty interviews were conducted of twenty-five participants from the Sun County School District (a pseudonym). The questions pursued related to how a working knowledge of Bowen Family Systems Theory (BFST) could help principals understand the following: their schools as a system, their leadership roles in their schools as a system, and how...
Show moreThe purpose of this multi-ease qualitative study was to examine the application of Bowen Family Systems Theory to the high school principalship. More than eighty interviews were conducted of twenty-five participants from the Sun County School District (a pseudonym). The questions pursued related to how a working knowledge of Bowen Family Systems Theory (BFST) could help principals understand the following: their schools as a system, their leadership roles in their schools as a system, and how to become more effective in their schools as a system. Beside a review of the problems affecting the principalship practice in this country, was an analysis of systems theories generally and BFST specifically. This study also included a review of leadership generally and educational leadership specifically. Six BFST elements were used as a coding platform to explicate more than twenty stories collected from the thick, rich data in this research. This study concludes that a working knowledge of BFST may help some principals in achieving more effective solutions in their practice. BFST offers the principal a theoretical platform from which to operate. Principals who have a working knowledge of BFST can understand the significance of their leadership roles not only in terms of their schools as systems, but also in terms of their schools as parts of a larger societal system and process. The recommendations from this study include the suggestion that BFST can help provide structure and strategies to help the principal navigate educational leadership challenges for greater success in the school system. Principal development through BFST could help school districts diminish and abate high levels of principal turnover and burnout. Local school districts in concert with local universities could include programs in BFST for educational leadership development for principals. While BFST may not be a silver bullet for the high school principalship practice, it could offer greater understanding in considering the educational leader as a helmsman of education. It could help foster and forge partnerships with other disciplines by inviting their leaders to be participants in the educational system called school---in which they are already stakeholders in the larger societal system and societal process. This is the prescience, promise, and potential of the applicability of BFST to the high school principalship.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/11943
- Subject Headings
- Bowen, Murray,--1913-1990, High school principals--United States--Case studies, High schools--United States--Administration--Case studies, Educational leadership--United States--Case studies
- Format
- Document (PDF)
- Title
- The address of Charles Francis Adams, of Massachusetts, on the life, character, and services, of William H. Seward : delivered by invitation of the legislature of the state of New York, in Albany, April 18, 1873.
- Creator
- Adams, Charles Francis 1807-1886, D. Appleton and Company
- Abstract/Description
-
Cover title: Memorial address of Charles Francis Adams, of Massachusetts, on the life, character, and services, of William H. Seward. Notes: Publisher's advertisement, with "notices of the press," for Seward's Travels around the world: pages [2-4] of covers. FAU Libraries' copy has original printed blue wrappers, side stitched with cord.
- PURL
- http://purl.flvc.org/fau/fd/fauwsb23f31
- Subject Headings
- Seward, William H. -- (William Henry) -- 1801-1872 -- Death and burial, Eulogies, Governors -- New York (State) -- Biography, Legislators -- United States -- Biography, Memorials (Commemorative) -- 1873, Political leadership -- United States -- History -- 19th century -- Sources, Statesmen -- United States -- Biography, United States -- Congress -- Senate -- Biography, United States -- History -- Civil War, 1861-1865 -- Causes, United States -- Politics and government -- 1849-1861
- Format
- E-book
- Title
- Eulogy of Abraham Lincoln : before the General Assembly of Connecticut, at Allyn Hall, Hartford, Thursday, June 8th, 1865.
- Creator
- Deming, Henry Champion 1815-1872, A. N. Clark & Co
- Abstract/Description
-
Alternate title: In Memoriam Abraham Lincoln. Notes: Cover title. Text in black mourning border. Issued in wrappers of dark brown ribbed cloth backed with paper, front cover lettered in gold; or in white printed wrappers; both with cover title "In memoriam Abraham Lincoln." FAU Libraries' copy has original glossy white wrappers; side stitched with cord.
- PURL
- http://purl.flvc.org/fau/fd/fauwsb22f34
- Subject Headings
- Constitutional history -- United States -- Sources, Eulogies, Lincoln, Abraham -- 1809-1865 -- Sermons, Lincoln, Abraham -- 1809-1865 -- Views on slavery, Lincoln, Abraham -- 1809-1865 -- Views on the Constitution, Political leadership -- United States -- History -- 19th century -- Sources, Presidents -- United States -- Death, Slavery -- United States, United States -- History -- Civil War, 1861-1865, United States -- Politics and government -- 1861-1865
- Format
- E-book
- Title
- Address delivered at the funeral of Rev. S.M. Isaacs : forty-fourth Street Synagogue, New York, May 22d, 5638-1878.
- Creator
- Morais, Sabato 1823-1897
- Abstract/Description
-
Cover title: In memoriam : Rev. S.M. Isaacs. Notes: Some text in Hebrew characters. Black mourning borders. FAU Libraries' copy has original printed black wrappers; side stitched with cord.
- PURL
- http://purl.flvc.org/fau/fd/fauwsb23f48
- Subject Headings
- Jews -- New York (State) -- New York -- History -- 19th century, Educators -- United States -- Biography, Isaacs, Samuel Myer -- 1804-1878 -- Death and burial, Isaacs, Samuel Myer -- 1804-1878 -- Sermons, Jewish leadership -- United States -- Biography, Jewish sermons -- United States, Jewish sermons, American -- 19th century, Memorials (Commemorative) -- 1878, Philanthropists -- United States -- Biography, Rabbis -- New York (State) -- New York -- Biography
- Format
- E-book
- Title
- Abraham Lincoln : the just magistrate, the representative statesman, the practical philanthropist : address.
- Creator
- Bullock, Alexander H. (Alexander Hamilton) 1816-1882, Hamilton, Charles 1828-1896
- Abstract/Description
-
Caption title: Eulogy
- PURL
- http://purl.flvc.org/fau/fd/fauwsb22f28
- Subject Headings
- Biography, Eulogies, Presidents -- United States -- Death, Lincoln, Abraham -- 1809-1865 -- Assassination, Lincoln, Abraham -- 1809-1865 -- Ethics, Slavery -- Moral and ethical aspects -- United States -- 19th century, Lincoln, Abraham -- 1809-1865 -- Political and social views, Memorials (Commemorative) -- 1865, United States -- History -- Civil War, 1861-1865 -- Moral and ethical aspects, Political leadership -- United States -- History -- 19th century -- Sources
- Format
- E-book
- Title
- The nation's sacrifice : Abraham Lincoln. Two discourses, delivered on Sunday morning, April 16, and Wednesday morning, April 19, 1865,.
- Creator
- Mayo, A. D. (Amory Dwight) 1823-1907, Robert Clarke & Co.
- Abstract/Description
-
Alternate title: Abraham Lincoln. Notes: Pamphlet, decorated wrappers. FAU Libraries' copy has original decorated wrappers; side stitched with cord.
- PURL
- http://purl.flvc.org/fau/fd/fauwsb22f36
- Subject Headings
- Presidents -- United States -- Death, Eulogies, Lincoln, Abraham -- 1809-1865 -- Sermons, Lincoln, Abraham -- 1809-1865 -- Assassination, Lincoln, Abraham -- 1809-1865 -- Political and social views, Bible -- Psalms, CXII, 6 -- Sermons, Bible -- Hebrews, IX, 22 -- Sermons, Political leadership -- United States -- History -- 19th century -- Sources, Southern States -- Moral conditions -- Sermons, United States -- History -- Civil War, 1861-1865 -- Sermons
- Format
- E-book
