Thesis (M.A.)--OHio State University, 1973. / Includes bibliographical references (leaves 60-67). Available online via OhioLINK's ETD Center

The primary foci of the study were to determine the relationships among perceptual modality, temporality, and academic achievement, and to develop implications for the academic counseling of middle school students based on the findings. The sample was composed of 613 students enrolled in Prineville Junior High School. The Edmonds Learning Style Identification Exercise, the metronome, and the Iowa Tests of Basic Skills were the instruments used to collect data. Five statistical tools were used in the analysis of data. The findings at the .05 level of significance were as follows: 1. There were no significant differences in perceptual modality mean scores for the three temporal groups. 2. There were no significant relationships between sex and temporal grouping (slow, medium, fast). 3. A significant relationship existed between grade level and temporal group. There was a higher concentration of sixth graders in the slow temporal group. 4. There was a significant difference between sex and the perceptual modality score of visualization. Males scored significantly higher. For the other three perceptual modality scores and sex, there was no significant differences. 5. There was no significant difference for grade level and perceptual modality mean scores. 6. There was no interaction for grade level and sex on perceptual modality mean scores. 7. There were no significant relationships among perceptual modality scores within each temporal group. 8. There were no significant relationships among academic achievement scores, preferred temporal pace, and perceptual modality scores. Implications for the academic counseling of middle school students stressed the importance of using visual materials in the curriculum for males, and the varying of instructional pace to accommodate differences in students' temporal paces. / Graduation date: 1984

Abstract Surroundings are changing, ¡§Brand¡¨ has become an important topic of every companies. How to attract consumer¡¦s eyes? How to keep consumer¡¦s loyalty? ¡§Brand¡¨ is a key factor. Also, brand¡¦s power influences the bargain power. Many companies which started from the OEM or ODM have built their own brands or used the inner resources to enhance the brand value. ¡§Brand Equity¡¨ is a new opinion. It presents the value of brand value. It¡¦s also an important function which a company maintain competitive advantage and benefit. Topics about ¡§Beautiful¡¨ are caught a lot of attentions in recent years. Differentiate with the model which technology brings economical growth before, value about ¡§beautiful¡¨ may become next thrust of growth. Because of this, many companies are looking for adding design elements on 3C products and try to change traditional image of stony to be a fashionable thing. And design ability passes emotion and experience to let the standardized and scale produced system change. It try to take new life experiences into human¡¦s life. Is design ability can be plus to brand equity? This thesis, take BENQ for example, standing on the designer and consumer sides to discuss about the influence of design ability to brand equity. Concluding the factors that influence brand equity through documents and establishing the structure of design ability by interviewing design manager of BENQ. Making the questionary to consumers on the basis of these two variables and analyze the questionary . After above steps, I will give the conclusion and suggestions to BENQ. After all, what kind of role can the design ability play? Can design ability be the competitive advantage of a company? This research tries to find the relation. Key words: Brand equity, design ability

Thesis (Ph. D.)--Open University. BLDSC no. DXN119961.

Thesis (M.A.)--Ohio State University. / Bibliography: leaves 55-59.

Thesis (Doctoral)--Katholieke Universiteit Nijmegen, 1998. / Includes bibliographical references.

Thesis--Lund. / Added t.p. with thesis statement inserted. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri, 1934. / Vita. "Selected bibliography": p. [56].

Thesis (Ph. D.)--Columbia University, 1920. / Vita. "Reprinted from Archives of psychology, no. 58."

Thesis (Ph. D.)--Columbia University, 1929. / Vita. Bibliography: p. 49.