Department of Communication (MU)https://hdl.handle.net/10355/53122024-03-28T11:15:01Z2024-03-28T11:15:01ZThe 2004 presidential election between George W. Bush and John F. Kerry : an analysis of visually comparative televised advertisementsVerser, Rebecca Mae, 1974-https://hdl.handle.net/10355/46962022-09-27T15:49:28Z2007-01-01T00:00:00ZThe 2004 presidential election between George W. Bush and John F. Kerry : an analysis of visually comparative televised advertisements
Verser, Rebecca Mae, 1974-
This study used impression management theory and framing to explore how George W. Bush and John F. Kerry used nonverbal behavior cues (body movement, eye gaze, facial expression, posture, gestures, and dress/clothing) and production techniques (camera angle, camera shot, light angle, color, motion, production style, setting (formality), setting (location), symbols, others in shot, and shot length) in their respective visually comparative televised advertisements in the general election in 2004. This study sought to determine the differences and similarities between the two candidates in how they portrayed themselves as candidate and how they portrayed each other as opponent. Several differences were found and expected, since one of the goals of political advertising is to set the candidates apart from one another. However, there were also quite a few similarities in how Bush and Kerry used visual imagery in their respective ads. Both candidates appear to have used visual imagery to create impressions or frame themselves in a manner that emphasizes specific characteristics. It seems that both men wanted to appear serious about the campaign, issues, and being President; that both candidates wanted to appear in control of themselves and their surroundings; and that both men wanted to appear strong/powerful. Additionally, Kerry, it seems, also wanted to appear approachable and average, "of the people". Regarding how the candidates portrayed each other, it seems that Bush sent mixed visual messages (e.g., leader-like, but also laidback) about Kerry to the viewers of the ads, but that Kerry was more uniform in how he presented Bush (e.g., inferior, deceitful, and threatening) to audiences. Neither candidate, however, used visual imagery in their shots to conclusively create specific impressions of their opponent.
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.; Thesis (Ph. D.) University of Missouri-Columbia 2007.
2007-01-01T00:00:00ZAdolescent sexting : an examination of the psychosocial contributions to the creation and sharing of sexual imagesSpeno, Ashton Gerdinghttps://hdl.handle.net/10355/569902022-09-27T19:35:54Z2016-01-01T00:00:00ZAdolescent sexting : an examination of the psychosocial contributions to the creation and sharing of sexual images
Speno, Ashton Gerding
Sexting, typically defined as the sending, receiving, or forwarding of sexually explicit or suggestive messages or images through cell phones and other mobile devices, is a popular activity among adolescents and is becoming a part of the dating process. Societal concerns about adolescent sexting range from moral panic to legality issues. Similarly, much existing research on sexting centers on legal issues or bullying, while less research considers the health implications of sexting. The most recent research has begun to examine the associations between media socialization and sexting. It is important to understand the various predictors of sexting; this could inform intervention programs centered on this phenomenon. Thus, this study examined the psychosocial predictors of adolescent sexting, focusing specifically on developmental, gendered, and technological explanations. After a pre-test of 220 college-age individuals was completed in order to determine the positive and negative consequences of sexting, a cross-sectional survey of 201 Midwestern adolescents aged 14-17 was conducted. Results showed that higher levels of online disinhibition positively predicted sexting intentions, subjective norms, and behaviors, yet it did not predict sexting attitudes, and these relationships were not moderated by personal fable beliefs or imaginary audience beliefs. Higher levels of online disinhibition also positively predicted the receiving and requesting of sext messages, but not the sending of sext messages. The second set of analyses showed gender differences in sexting: boys had more favorable attitudes about sexting, girls perceived higher levels of subjective norms of sexting, yet there was no difference between sexting intentions or behaviors between boys and girls. Additionally, boys requested sext messages more than girls, but boys and girls were equally likely to send and receive sexting messages. Results also showed that girls received more negative consequences for sexting, while boys received more positive consequences regarding sexting, and boys felt more strongly that girls should receive the negative consequences of sexting compared to girls. Finally, the acceptance of women as sex objects predicted positive sexting attitudes and intentions to sext, but this relationship was not moderated by gender. The third set of analyses showed that higher levels of trait self-objectification positively predicted favorable attitudes about sexting, sexting intentions, and sexting subjective norms for girls, and that self-objectification mediated the relationship between internalization of sexualization and sexting attitudes. Self-objectification did not predict any of the sexting variables for boys, but sociocultural beliefs about attractiveness portrayed in the media positively predicted sexting attitudes, intentions, and subjective norms for boys. The results of this study can usefully inform educational and targeted intervention programs regarding sexting risks.
Dissertation co-chairs: Jennifer Stevens Aubrey, Ph.D. and Elizabeth Behm-Morawitz, Ph.D.; Includes vita.
2016-01-01T00:00:00ZAn affective (dis)ordering of difference: a practice approach to diversity, equity, inclusion, and access in veterinary medicineBranton, Scott E. IIhttps://hdl.handle.net/10355/940532024-01-30T21:47:17Z2022-01-01T00:00:00ZAn affective (dis)ordering of difference: a practice approach to diversity, equity, inclusion, and access in veterinary medicine
Branton, Scott E. II
Recent organizational theorizing contends that ontological assumptions around diversity, equity, and inclusion (DEI) must be reconsidered. I argue that an underlying assumption of separation within the prevailing approaches to DEI theorizing and practice contributes to the ongoing persistence of inequity within the workplace and organizations. Relationality not only demonstrates how separation is produced and reproduced in research and practice, but how scholars can rethink ontological assumptions surrounding diversity and inclusion. Utilizing participant observation, interview techniques, and document analysis at a college of veterinary medicine and affiliated teaching hospital, this study combines practice theory, communication constitutes organizing (CCO), and affect theory. Four themes emerged from the analysis: affective economy of veterinary identity, atmosphere of whiteness, disordered attunement, and neutrality of practices.
2022-01-01T00:00:00ZAffirming whiteness : a critical discourse analysis of the affirmative action debate in the Fisher caseGoldstein Hode, Marlohttps://hdl.handle.net/10355/444662022-09-27T19:35:40Z2014-01-01T00:00:00ZAffirming whiteness : a critical discourse analysis of the affirmative action debate in the Fisher case
Goldstein Hode, Marlo
For the past decade, the Grutter v. Bollinger (2003) decision has served as the constitutional basis for the consideration of race in university admissions (Lawrence, 2001; Ledesma, 2013). The recent Fisher v. University of Texas (2013) case attempted to challenge this ruling. Although the Supreme Court did not overturn the Grutter decision, the consensus among legal analysts is that the Court's decision in the Fisher case will impact the ways that universities construct and implement their admissions policies (Schmidt, 2013). However, Supreme Court decisions about affirmative action in higher education do more than impact how admissions policies are structured. The discourse produced in these decisions structures how race can be talked about, understood, and enacted in the context of higher education. In order to critically examine and destabilize the dominant affirmative action discourse as it is being deployed in the current debate around race-conscious admissions in higher education, I conducted a race-centric critical discourse analysis of the amicus briefs, the transcript of the oral argument, and the Court's final ruling in the Fisher case. My analysis revealed that dominant arguments produced by both liberal and conservative ideological positions in the debate around race-conscious admissions engaged the concepts of race and diversity in ways that were produced by and (re)produced Whiteness. Practical applications for pro-affirmative action advocates and policy makers are offered.
"August 2014."; Dissertation Advisor: Dr. Rebecca Meisenbach.; Includes vita.
2014-01-01T00:00:00Z