Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis (M. Div. with Concentration : New Testament and Christian ministries)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 94-99).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 164-169).

Thesis (Th. M.)--Grace Theological Seminary, 1962. / Typescript. Includes bibliographical references (leaves 79-83).

No description available.

Thesis (M.Communication Pathology)--Universiteit van Pretoria, 2002. / Summary in English and Afrikaans. Includes bibliographical references (leaves 107-118).

Abstract Purpose – The aim of this study is to gain a deeper understanding on how brand equity for non-profit entertainment-based service firms in the cultural sector can be cultivated. Design/approach/methodology – An existing model to cultivate brand equity in commercial service firms is utilised to assess the applicability on specific non-profit firms. Furthermore, five interviews have been held to investigate the case companies’ practises and a survey has been taken to measure the perceptions from the visitors/customers’ point of view, which is referred to as a triangulation method. Findings – The findings show that brand equity can be cultivated by the means of the tested model, though, the popularity and famousness of a particular artist temporarily transfers its brand equity to the particular cultural institution wherefore the brand awareness is boosted significantly and brand meaning becomes more elucidated. As a result, entertainment-based cultural (non-profit) firms need to guarantee high quality experiences in which both the service and performance are amalgamated. Furthermore, companies must adapt to the rapid changing advertisement methods to reach (new) visitors. Thereby, a new model has been developed based on the study outcomes, which includes a new factor that influences the cultivation of brand equity in the specified sector and firms. The added factor in the developed model is “Programme Brand Equity” and exerts its influence on the original factors. Limitations and further research – Limitations are that the findings from these particular firms may not be found in other similar firms, which is a typical implication of every case study. Furthermore, this research is first in this topic wherefore supplementary literature is obligatory. Consequently, the findings of this research may have substantial abnormalities from practise. The developed model should be tested for generalisation of outcomes. Originality/value – This study links brand equity cultivation methods to entertainment-based cultural non-profit service firms and is first on this topic hence suggestions for further enlightenment are provided since it brings implications along. Key words – Brand equity, Word-of-Mouth/WOM, Brand Meaning, Brand Awareness. / <p>none</p>

Service failure within the airline industry has been a prominent topic within the media. Each story of a failure features a disgruntled passenger. Emotions are already high during the consumption of any airline service, and a service failure will bring on а slew of unwanted emotions. The purpose of this paper is then to understand what type of relationship do these negative emotions and feelings of lack of control have after a service failure, and do any of those given emotions lead to negative word-of-mouth (NWOM). The method used to accomplish this is correlation hypothesis testing of survey results in relation to the specified negative emotions and the causal attribution theory of control, as well as analysis between the same emotions and NWOM, again using correlation tests. This aim will be achieved by breaking service failure down into five negative incidents that are referred to as service failure scenarios, namely: luggage handling, delayed/cancelled flight, missed flight due to factors beyond customers’ control, negative customer service at the airport, and negative service experience during the flight. The five scenarios are studied against six specified emotions which are anger, frustration, helplessness, nervousness, worry, and panic. The relationship between these emotions and lack of control is tested, then these same emotions are tested in regards to NWOM. The findings express a weak to moderate positive relationship between at least one of the emotions and lack of control in three of the scenarios, leading to the conclusion that customers’ lack of control over the situation increases the intensity of the emotions. In the findings for emotions and NWOM, four out of the six tested negative emotions lead to NWOM, which are anger, frustration, helplessness, and worry. This discovery proves that different emotions in different scenarios make people react in a different manner, and this leads to the conclusion that emotions should be tested separately and scenarios should be created to research the real intensity of the emotions in different situations, without grouping them into one.

O tema central desta Tese é a problematização dos modos de circulação da palavra na escola. Para tanto, a pesquisa fundamenta-se teoricamente na Psicanálise freudo-lacaniana, basicamente afirmando que a palavra é a revelação do sujeito, o meio por excelência de este ser reconhecido. As questões que o sujeito se faz e, ao mesmo tempo, endereça ao Outro: “Quem sou? O que desejo? O que me move?” atrela-se à pergunta “O que o Outro quer de mim?”, pois o sujeito deposita nesse Outro sua verdade e o constitui como um lugar de suposto saber sobre ele, saber desconhecido de nós mesmos. Essa interrogação endereçada ao Outro marca um enigma e uma falta, já que aponta para incompletude, inclusive, desse Outro. Ao mesmo tempo em que é o Outro que permite a função simbólica e apóia o sujeito, oferecendo um fundamento aos seus discursos e uma nomeação, também é essa falta do Outro que abre a possibilidade de uma certa liberdade do sujeito, num eterno deslizamento entre significantes, sem nenhuma garantia e sempre na busca pelo seu ser no desejo – e na falta – do Outro, numa impossibilidade de encontro e, também, numa permanência de movimento. Com tal referencial teórico de base, investigamos nesta pesquisa de que modo se configuram os espaços e as experiências na escola, quanto à circulação da palavra e à própria “tomada” da palavra, no sentido de propiciar o advento do sujeito e a construção de uma experiência coletiva. Partimos do pressuposto de que a escola se constitui como um espaço social fundamental, no qual circulam diferentes formas assumidas pelo discurso social contemporâneo. Nossas indagações referem-se, também, às formas pelas quais estaria se dando a circulação dos discursos vigentes, nesse espaço específico. Os dados foram coletados em situação de trabalho, no Colégio de Aplicação da Universidade Federal do Rio Grande do Sul, no qual atuei como orientadora escolar das séries iniciais, nos anos de 2008 e 2009. Para a análise dos dados, centrei minha atenção a respeito daquilo que experienciei – a partir do que vi ou ouvi e a partir do circuito de transferência que se criou entre mim, as crianças e os professores. Para tanto, valho-me dos conceitos freudo-lacanianos, e narro histórias que colocam a “palavra em movimento”, em experiência, de forma a produzir uma possibilidade de reflexão em torno das práticas escolares e do lugar do sujeito. Por fim, elaboro novos questionamentos, buscando problematizar tanto as minhas certezas como diferentes enunciados do senso comum, a respeito da criança em situação escolar. Para além de afirmar verdades e conclusões, acrescento ao final, outros pontos de interrogação. E, a partir da dúvida, sugiro o instigante caminho do movimento permanente, na procura de outras possibilidades de trabalho com crianças em idade escolar. / The central theme of this thesis is the problematization of modes of circulation of the word in school. To this purpose, the research is theoretically based on the Freudian- Lacanian psychoanalysis, basically affirming that the word is the revelation of the subject, the means par excellence for his recognition. The questions that the subject asks himself and, at the same time, addresses to the Other: "Who am I? What do I want? What makes me function?" are connected to the question "What does the Other want from me?", for the subject deposits his truth in the Other and constitutes it a place of supposed knowledge about himself, a knowledge unknown to ourselves. This question addressed to the Other exposes an enigma and a lack, as it refers to incompleteness, including that in the Other. While it is the Other that yields the symbolic function and supports the subject, offering a foundation for his speeches and a nomination, it is also this lack in the Other that opens the possibility of a certain liberty of the subject, in a perpetual shifting among signifiers with no guarantees and always in search for his being in the Other’s desire - and lack, in an impossibility of encounter and also in a permanence of movement. With this theoretical base, this research investigated how the spaces and experiences in school are configured, regarding the circulation of the word and the assumption of the word, in order to promote the advent of the subject and the construction of a collective experience. We presuppose that the school is a fundamental social space in which different forms created by the contemporary social discourse circulate. Our questions also refer to the ways the existing discourses circulate, in this specific space. The data were collected at the Colégio de Aplicação school of the Federal University of Rio Grande do Sul (UFRGS), in which I worked as school counselor for the early grades, in the years 2008 and 2009. In respect to data analysis, I focused my attention on what I experienced – what I saw or heard and the transference circuit created among the children, the teachers and me. For that, I utilize Freudian-Lacanian concepts, and I narrate stories that put the word “in movement”, in experience, in order to produce a possibility of reflection on the school practices and the role of the subject. Finally, I formulate new questionings, seeking to problematize both my certainties and different common sense statements regarding the child in the school situation. In addition to asserting truths and conclusions, I present other question marks, in the end. And, stemming from doubt, I suggest the intriguing path of constant movement in search of other opportunities to work with school-age children.

This thesis explores the relationship between the early writings of Marcel Proust and the visual arts through a phenomenological approach drawing on Merleau-Ponty's theory of perception. Proust's juvenilia are studied in four chapters with regard to respectively four genres of painting: genre scenes and still lives, in particular by Rembrandt, Vermeer, and Chardin; garden scenes and landscapes of the botanical world as depicted in Ruskin, Monet, and the Pre-Raphaelites; seascapes and atmosphere depiction in Turner, Monet, and Whistler; portrait paintings by Rembrandt, Van Dyck, and Blanche. The thesis does not aim to trace any direct influences of these painters on Proust, but, rather seeks to identify aesthetic commonalities between Proust and these artists, with an emphasis on their similar visions and ways of perception. It will pay particular attention to the aspects of colour and light, as well as space and time, making use of the Merleau-Pontian theory that underlines a participatory mode of perception where the body integrated with the world occupies a pivotal position. The thesis addresses the uniqueness of the young Proust's vision as an apprentice stage, which allows us to identify early aesthetic tendencies that will be developed in À la recherche du temps perdu.