This study investigated the antinuclear musical compositions that occurred between the dropping of the first nuclear detonation device in 1945 and the accident at the Three Mile Island nuclear energy facility near Harrisburg, Pennsylvania. This study utilized a framework provided by Kenneth Burke in that the five areas of the pentad--scene, agents, acts, agencies and purposes--were investigated in relation to one another. Each of these areas was investigated with regard to the unique nature of the medium of popular song operating as a cultural key. The scenic analysis centered upon the cause of the exigency that brought about the antinuclear music. As the uses of nuclear energy changed from military uses to energy generation, the musical and lyrical content also changed. Special consideration of the Musicians United for Safe Energy movement was presented in an historical context, noting antecedent movement activity. Other positive, negative and neutral agents were also considered. The specific acts of the nuclear age are divided into actual physical, historically verifiable actions with regard to nuclear activity and in incipient action as presented through the lyrics of the musical compositions. Consideration of the agencies used by the positive agents centered around the concept of identification as essential to the movement against nuclear energy. This identification was considered as "Identification Of," "Identification With," and a third type of "Corporate Identification," in that conflicting identifications may occur. The purposes of the antinuclear movement were to fight the proliferation of nuclear arms and energy generation facilities through the cohesive force of music to mobilize the youth on behalf of the antinuclear movement, to provide a sense of belonging and participation in peer group activity, and to provide a release for the youth of this era of history. The conclusions of this research indicate that the antinuclear musical activity has provided the vocabulary, the imagery and the syntax with which the public addressed nuclear energy when the Three Mile Island episode solidified public opinion on the issue.

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Background: To this date most studies have been focused on the influence of clinical depression and psychotic reactions during the postnatal period on mother-infant interaction, therefore this study examined the effects of maternal depressive mood in the postnatal period on mother-infant verbal and non-verbal communication. Method: Seventy two mother-infant dyads participated in the study. Eighteen infants of mothers with depressive mood and 18 controls were seen when they were 6 months old; and eighteen infants of mothers with depressive mood and 18 controls were seen when they were 10 months old. The Edinburgh Postnatal Depression Scale (EPDS) was used as a mean to assess maternal depressive mood. Tactile, verbal, and gaze behaviours of mothers and their infants when playing face-to-face during pleasure- and surprise-eliciting situations were coded using micro-analytic techniques. The behaviours of infants of mothers with symptoms of depression were also coded during interactions with a female unfamiliar adult (stranger) during a pleasure-eliciting situation. Results: The patterns of communication in non-depressed mother-infant dyads were appropriate to infants’ developmental age. However, maternal symptoms of depression as outlined by the EPDS appeared to somewhat hinder mothers’ ability to attend to infants’ developmental needs and communicate appropriately through touch, speech, and gaze; as well as infants’ capacity for positive emotional regulation, exploration of the toy, and gaze directed to their mothers during play interactions. Conclusions: These results suggest that maternal depressive mood is potentially a risk factor for difficulties in mother-infant communication during the first year postpartum. The mothers’ mood state and their infants’ age influence the type, frequency, and duration of touch, speech, and gaze during early interactions. Such findings are discussed considering a bi-directional influence in the development of communicative responses between mothers and infants across time.

This study examined state-receiver apprehension and uncertainty as they relate to each other and to information seeking and confirmation of relational predictions in initial interactions.

This thesis examines how college professors can improve their communication skills inside the classroom by testing pedagogical issues identified in previous scholarship against current teaching practices. This thesis addresses four main areas related to classroom communication skills that reflect how to build a classroom into a community of equality, open dialogue, and deep learning. The importance of classroom communities and of professors developing engaging deliveries to create compelling oral performances is described as well as issues of active listening and various models and techniques to help facilitate communication better in the classroom. A qualitative study analyzing written interviews completed by 19 college professors in Florida is conducted. Interview responses are then compared to pedagogical issues identified in previous literature to determine if there are similarities or gaps in current research. The interview determined that an interactive classroom with a professor who is consciously aware of their communication skills can help foster deeper learning with students. This research can help to develop best teaching practices for college professors. / by James Van Allan. / Thesis (M.A.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

Digitized by Kansas Correctional Industries

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A contextual analysis investigation of related communication acts is concerned with the multidimensional nature of human interdependence. The communication strategy is a category of relational communication acts that can be viewed as one of the ways in which interactants promote or maintain a working consensus and enhance interpersonal discovery. Strategy use is motivated by the nature of the relationship rather than by the speaker's conscious attempts to direct outcomes.

This investigation explored the dialectic of communication competence from an historical prospective and successfully identified seven common threads in competence theory. Communication skills and skills classifications were linked to competency issues. A content analysis of the 452 page leading national skills level communication text identified 185 skills behaviors along with their associated communication competencies. Skills were described in twelve categories; however, no consistent definition or treatment of communication skills was in evidence. Implications of the findings were discussed.