Thesis (M.A.)--University of Central Florida, 2009. / Adviser: Penelope Canan. Includes bibliographical references (p. 59-71).

The current study explored how Hurricane Katrina and consecutive flooding were covered by a mainstream news media organization--the New York Times. The purpose of the study was to see and analyze if the natural disaster of such magnitude as Hurricane Katrina increased the New York Times awareness of potential risks faced by the coastal area of the United States? Can the New York Times play a role of a social change agent helping the public realize risks and be more prepared for them in the future?The researcher conducted frame analysis and 3279 paragraphs were coded in the following categories: disaster aftermath, human interest, political, responsiveness, recovery, risk, science, damage, conflict, blame frame, and other. A chi-square test was used to test the hypotheses.The first hypothesis stated: "In disaster news coverage there will be more non-risk oriented stories rather than risk oriented stories" was accepted. The secondhypothesis stated: "In stories that have risk related information there will be more quotes from officials rather than experts" was rejected.The study of the first research question: "What kinds of risks have been covered in risk framed stories?" demonstrated that reporters tend to cover more dramatic risks rather than mundane ones. The study of the second research question: "Were the sources in stories about Hurricane Katrina being quoted on subjects appropriate to their expertise?" showed that sources used in the stories were quoted according to their expertise. The study of the third question: "What kind of risk awareness (current risks) and risk prevention (hypothetical risks) coverage is there in the New York Times?" revealed that reporters tend to provide more information on current risks (risk awareness) rather than information on how to prevent future risks. / Department of Journalism

Thesis (Ph.D.)--University of Delaware, 2008. / Principal faculty advisor: Benigno E. Aguirre, Dept. of Sociology & Criminal Justice. Includes bibliographical references.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2007. / Title from title page screen (viewed on Sept. 18, 2008). Thesis advisor: Mary Gunther. Vita. Includes bibliographical references.

Thesis (Ph.D.)--Liberty University, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 10, 2007) Vita. Includes bibliographical references.

Thesis (M.F.A.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Following Hurricane Katrina in 2005, numerous groups emerged to address recovery related needs in Orleans and St. Bernard Parishes. The phenomenon of emergent groups is widely noted in the disaster literature, but there has been little empirical research focusing on these groups. And, the existing literature discusses emergent groups primarily in the context of response. This study sought to explore the factors related to formation of emergent recovery groups (ERGs) and allow ERGs to have an extended lifespan. Data was gathered through in-depth interviews with founders of twenty ERGs that formed to work in Orleans and St. Bernard Parishes. It was found that the factors related to group formation were the same factors that contributed to the continued existence of the ERG including post-event community situational context, unmet needs, a group driver/leader, ability to network, level of integration, and resources.

Thesis (M.S.)--Mississippi State University. Department of Psychology. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Counseling and Educational Psychology. / Title from title screen. Includes bibliographical references.