Texte remanié de: Dissertation--journalisme--Athens--Ohio University, 1999. Titre de soutenance : Editorial policy of the Scripps newspapers during World War I. / Notes bibliogr. Index.

Texte remanié de: Dissertation--Rutgers The State University of New Jersey - New Brunswick, 2001. Titre de soutenance : A paper for the people : E. W. Scripp's Chicago experiment in adless journalism. / Bibliogr. p. [179]-184. Index.

Approved for public release, distribution is unlimited / Accurate predictions of nearshore wave conditions are critical to the success of military operations in the littoral environment. Although linear spectral-refraction theory is used by the main operational forecasting centers in the world for these predictions, owing to a lack of field studies its accuracy in regions of complex bathymetry such as steep shoals and submarine canyons is unknown. This study examines the accuracy of linear spectral-refraction theory in areas of complex nearshore bathymetry with three months of extensive wave data collected during the Nearshore Canyon Experiment (NCEX) held in the fall of 2003. The field site, off La Jolla California, is characterized by two submarine canyons that strongly affect the propagation of long period Pacific swell. Data from 7 directional waverider buoys, 17 bottom pressure recorders, and 12 pressure-velocity sensors, were examined and compared to predictions made by a high resolution spectral-refraction model. Analysis reveals large spatial variation in wave heights over the area especially in the vicinity of the canyon heads, where wave heights vary by as much as an order of magnitude over a few hundred meters. This extreme variation in wave conditions across the canyons is surprisingly well described by refraction theory with typical errors of nearshore wave height predictions of about 20 percent. / Lieutenant, Royal Australian Navy

Beyond the Lens is a portrait series combining visual images with audiotaped recordings of eight Scripps seniors’ narration of their personal, academic and interpersonal process during the course of their college career. This capstone project seeks to uncover the dynamic nature of the Scripps College community by highlighting the unique evolution of these eight individuals. With this project, I hope to convey that while there is no one specific mold for a Scripps student, there are common threads in the development of key characteristics which propel these participants toward their next steps, among them courage to pursue leadership roles, compassion for underrepresented groups both locally and globally, confidence to make positive changes in their fields of interest and a profound engagement and commitment to their immediate and extended communities. Beyond the Lens not only guides the viewer into the makings of each of these student’s individual profiles but also helps the viewer understand better how the Scripps community shapes their personal ambitions, creating fertile ground for lasting impact. Through the interview process, I examine the enduring imprint of an historically all-women’s college environment, exploring disparate and common threads within each student's experiences, including the effects of in-depth exploration and articulation of multiple perspectives and theoretical positions within academic and non-academic exchanges. Moreover, in these conversations, I ask each student to consider both positive and negative elements of their community and to reflect on their holistic experience at the College in and outside of the classroom. While this capstone is a minute representation of the Scripps community as a whole, it nonetheless provides a glimpse into the influences and processes at play within Scripps College. I aim to demonstrate that being a Scripps student means that we, as a community, are pressed to delve beyond the limited representations so pervasive in our current media soaked lives toward a more complex understanding of ever-evolving forces that occur within ourselves, other members of our community and society at large.

The proliferation of niche cable programming in the U.S. post-network era includes a meteoric rise in food television. Indicative of this move toward an increase in food-related programming is the recent unveiling of the cable offering Cooking Channel. Creators behind Cooking Channel have worked to establish a distinct brand, describing the channel as a place for “food people” who are authentically and passionately “interested in upping their food IQ” (Scripps). The discourse surrounding the Cooking Channel launch is further complicated by the fact that men have an ostensibly larger presence on the channel. Men are featured in promotional spots, press releases, and on programs that take viewers on quests to increase their cultural food capital. This project works to unravel the gendered discourses surrounding the U.S. launch of Cooking Channel, asserting that the discursive site of the foodie is leveraged in an attempt to construct a foodie identity via gendered social distinction processes. The project initially analyzes the paratextual dialogue produced by mainstream press in order to highlight the negotiation among voices charged with creating the channel’s brand. The press – spearheaded by Cooking Channel parent Scripps Networks Interactive – provides an introduction to the channel that invokes consumption of new foodie content and a streamlined branding process that is divided along historically gendered binaries. The project then considers the ideological structures that underpin Cooking Channel’s programming and reinforce its identity as steeped in the pervasiveness of perpetual normative gender ideology. In turn, the final portion of the project uproots normative and hegemonic ideals with its focus on gender liminality, considering Cooking Channel as a conflicted site of negotiation that reflects shifting discourses of masculinity and femininity. These analyses merge to form a compelling look at how gender is situated in Cooking Channel’s construction of a niche cable brand. / text

Thesis (M.S.)--San Diego State University. / Includes bibliographical references (leaves [61]-65).

Thesis (M.S.)--San Diego State University, 1991. / Includes bibliographical references (leaves 124-133).

Continuing from Eckert’s line of research, I aim to explore the social meaning of common features loaded with gendered ideology: uptalk, creaky voice, and tag questions to name a few (Eckert 2008). Some indexical properties of these features have been alluded to in a study by Ikuko Patricia Yuasa, who found in a match-guise test that many female users of creaky voice are perceived as “educated, urban-oriented and upwardly mobile” (2010). Yet these findings are divorced from the “interactional and stylistic ends” to which girls used these marked features that Eckert and McLemore identify, when in fact they should be in direct conversation. In the process, I aim to make speech used by mainstream populations a conscious object of study, critically examining whether the features index a specific and exclusive construction of femininity that represents any sort of prestige in the specific setting of a women’s college. This entails studying not only who adopts these features and to what means, but who do not and what alternative patterns of speech they pursue instead. Thus, this project aims to elucidate the complicated choices that young women make in speech and the social meanings they convey in those choices.

Comprehensive sex education is a determinant of sexual health outcomes and healthy sexual/reproductive behaviors. The need for engaging, accessible, inclusive sex education conducted by community health workers is necessary to combat larger national issues such as the rising rates of sexually transmitted infections. After conducting summer research where I interviewed health educators about what makes health education programs successful, I planned, implemented, and created a sex education program at Scripps College. The event covered the topics of female anatomy, sexually transmitted infections, safer sex/barrier methods, and consent/communication in sexual relationships. The presentation mainly consisted of a PowerPoint that was supplemented with an interactive activity, a raffle and giveaway items, demonstrations of various barrier methods, and a question-and-answer session at the end. Through an evaluative survey, I received an overwhelming amount of positive feedback that indicated that many students learned new information and were likely to make concrete changes to their sexual/reproductive choices because of the program. The most common critical feedback requested that this program be repeated in more depth and cover additional topics such as conception and female orgasm.

To be submitted.