Thesis (Ph. D.)--University of Washington, 1985. / Vita. Bibliography: leaves 127-135.

Thesis (Ph. D.)--University of Oklahoma, 1995. / Includes bibliographical references (leaves 216-229).

Thesis (Ph.D.). / Written for the Graduate Program in Communications, Dept. of Art History and Communication Studies. Title from title page of PDF (viewed 2008/08/04). Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: James Brow. Vita. Includes bibliographical references.

No description available.

This thesis approaches the topic of communication strategies that can influence and improve peace negotiations and conflict resolutions. The aim of this thesis is to highlight ways in which the use of communication can possibly pave the way towards a world with less conflicts by researching two communication approaches called nonviolent communication and strategic communication. To achieve a greater understanding of the two communication models, they will be applied to the case study of the Cuban Missile Crisis. Consequently, this thesis will also include a comparative analysis which will highlight differences and similarities between the two approaches where, as a result, the core of communication will be discussed.Overall, this thesis will highlight the importance of communication. Communication is a topic that affects all areas of life, the area of religion included. This thesis argues that both nonviolent communication and strategic communication are essential approaches in realising what the core of communication entails. To conclude, this thesis states that both of the two chosen communication models are useful, and can possibly pave the way towards a world with less conflicts, but in different ways. This thesis demonstrates that communication can build bridges, make connections, and restore faith in humanity.

No description available.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Thesis (Ph. D.)--University of California, San Diego, 1997. / Vita. Includes bibliographical references (leaves 122-130).

Master of Science / Department of Journalism and Mass Communications / Nancy Muturi / Background: With the growing concern of obesity in the United States, food, as the main source of energy and nutrition has become an issue of research interest. Though the Nutrition Labeling and Education Act of 1990 (NLEA) requires nutrition information to be made available for customers in order to guide their dietary choices and intake, obesity rate has increased significantly in the past 20 years. This study examined how nutrition literacy affects college-age population’s reading nutrition labels, and how motivation of label reading associated with predictors of the label reading behavior. Method: An online, self-administered questionnaire was conducted among a randomized sample of 171 students from a Mid-Western university. The questionnaire was structured with key variables derived from the Theory of Planned Behavior (TPB) and the Elaboration Likelihood Model (ELM); such as attitude to make food choices based on reading nutrition labels. Levels of nutrition literacy were measured by questions derived from a nutrition labels survey. Data analysis was conducted with Pearson’s correlation and analysis of variance (ANOVA). Results: Majority of the college student respondents in this study had adequate nutrition literacy. Though no significance was revealed from the correlation between nutrition literacy and the dependent variables due to the limit variance in nutrition literacy data, this study found that individual’s motivation to read nutrition label and attitude towards reading nutrition label are positively related. Results also showed that individuals with higher motivation to read nutrition labels have better perceived behavioral control of reading nutrition labels. Conclusion: Participants in this study, as an emerging adulthood population with college-level education, revealed adequate nutrition literacy in general. It can also be concluded that improvement in attitude towards certain behavior relates to development in motivation and perception-based involvement.