Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item High School Journalism Resource Study(2017) Glick, Jenny Lynn; Steiner, Linda; Journalism; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Abstract Jenny Glick High School Journalism Resource Study The objective of the High Journalism Resources Study was to gain greater insight into whether journalism teachers have the training and resources they need to teach scholastic journalism as the profession has moved into the multi-media arena. Surveys were sent out to high school journalism teachers who are members of the Journalism Education Association, one of the largest associations of journalism teachers in the country. Fifty-seven teachers participated in the survey, answering a range of questions including their level of education, computer usage in the classroom, and whether they are satisfied with the level of technical support and training they get from their schools. This study found a large percent of journalism teachers had Master’s degrees, and all of the teachers used computers in the classroom. Yet teachers expressed high levels of dissatisfaction with the level of training and support they are getting from their school systems. Teachers indicated high levels of support for additional training in all suggested technical areas, including digital editing and Photoshop. Moreover, teachers indicated school system financial support for workshops and trainings were minimal, indicating many teachers would have to shoulder that financial burden on their own.Item The Influence of Power on Negotiation Processes(2013) Chai, Sabine; Cai, Deborah A; Fink, Edward L; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The focus of this dissertation is on communication processes in negotiations with unequal power distribution between parties. A model is tested proposing that culturally influenced power-distance values and power differences based on resource distribution both influence negotiators' perceptions of the difference in power between parties. This perception influences the choice of negotiation tactics. If the power gap is perceived to be small, both parties will employ more power tactics than if the gap is perceived to be large. An experiment was conducted to test the model. Participants (294) were randomly assigned to one of two roles (manager versus subordinate) and one of two conditions (high resource-power-difference versus low resource-power-difference). Participants formed 147 dyads, completed questionnaires and role-played negotiations, which were recorded and coded for the use of power tactics. The analysis used a structural equation model to test the study's hypotheses; the model had acceptable fit. Power distance and resource distribution were found to influence negotiators' perception of reward power and overall power difference between the parties. Negotiators varied their behavior depending on condition, lending support to power distance reduction theory (Mulder, 1973). However, perception of overall power difference did not directly predict use of power tactics. Limitations and directions for future research are discussed.Item Stressor Events, Resources, and Depressive Symptoms in Rural, Low-Income Mothers(2008-08-11) Waldman, Joanna; Braun, Bonnie; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study, based on stress theory, sought to understand whether resources moderate the effects of stressors on depressive symptoms over time among a sample of rural, low-income mothers. Both quantitative and qualitative methods were utilized to explain the phenomena under investigation. Results revealed that higher numbers of stressors were associated with higher levels of depressive symptoms. At time one, resources were found to moderate the effects of stressors on depressive symptoms, with higher levels of resources and higher levels of stress producing the greatest level of depressive symptoms. At time two, resources did not moderate the effects of stressors on depressive symptoms. This study found that resources do not always serve a protective function. One explanation appears to be the "hidden cost" of resources revealed in the mothers' interviews. Recommendations for future research and practical applications are discussed.