In this paper, the summarized definitions, the history of PSA in both China and abroad as well as related-Chinese background are presented so as to lay a background foundation for the research. The theories of signs and communication in semiotics, as well as the reception theories by Stuart Hall build the theoretical base for the research. Two pieces of Chinese Public Service Advertisements of the most two common categories in the field are analysed through semiotics methods, so as to reach one of the aims of the research, namely the understandings of how signs are used in the creation of these PSA, and what the interpretations of the signs are as well as how they come into being. Another aim of the research is to understand the reception of one of the two PSA among the ordinary Chinese people. The method of focus group interview is used to reach this aim. It has been found out that signs on PSA are created with certain meanings, and the interpretations of the signs can vary depending on the translator's life background. It has also been found out that the PSA can be received differently by people with different background, and that the general group of Chinese people have different readings of government-related PSA, and accepting such PSA is not a common thing, despite the fact that China is a very nationalistic country

No description available.

Hamburg, Phil. Diss. v. 12. Mai 1934.

Zugl.: Diss. / Zugl.: Diss.

Diss. phil.-hist. Bern. / Titel von CD-ROM.

Originally presented as the author's thesis, Pontificio Istituto biblico, Rome. / Bibliography: p. [263]-267.

The diploma thesis clarifies the concrete usage of symbols in marketing communication on the base of examination of the symbol's problems and the marketing research. It was finding out by the research how the symbolism is perceived in marketing communication, how and how much are consumers influenced by symbols, if they even realize the influence, how symbols impress them, which symbols impress them positively or negatively and which symbols they prefer. From the accomplished analysis of the results of questionnaire research follows that the most of consumers realize the symbolism in marketing communication and they are able to recognize it. Respondests were able to match concrete symbols with concrete products in many cases. Different symbols cause different reactions at respondents, which depends on gender, age and education. The usage of symbolism in marketing communication has to respect definite rules and recommendation. Usage of unsuitable symbol can lead to totally different result than was planned. That is why it is necessary to be thorough and to pay attention to the usage of symbolism in marketing communication. The usage of symbols helps the product to penetrate better the awareness of consumers and mainly to ground hard and stay in their mind.

Over the past ten years, the ramp, a traditional Appalachian food, has invaded elite culinary circles outside its native culinary region of Appalachia. Ramps (Allium tricoccum) are wild leeks traditionally foraged for in the spring, and are known for their pungent smell. This unique vegetable is traditionally celebrated in Appalachia through dinners and festivals that have been widely attended by members of the community and recently, outsiders. Similarly, outside the region, the ramp has been featured on fine dining menus and has been sold in farmer's markets and grocery stores for the first time across the country. This study aims to understand not only this recent popularity, but why the ramp has emerged as representative of traditional Appalachian culture. Qualitative interviews with experts in the ramp industry, patrons of ramp festivals, and those outside of Appalachia yet involved with ramps were conducted. Participant observation at ramp festivals and analysis of questions posted on a ramp-based Facebook page corroborate our interview data set. Analysis of these data has uncovered the impact sense of place and rootedness in the Appalachian mountains has on identity creation through festival performance. / Master of Science

In den letzten Jahren stieg die Anzahl an förderbedürftigen Schülern sowie an Schülern mit einer Migrations- bzw. Fluchtgeschichte an der Berufsschule. Damit entsteht eine neue Schülerklientel, die von einer hohen Schülerheterogenität und Lernstanddifferenz geprägt ist. Vermehrt sind auch eine sprachliche Armut sowie Lernbeeinträchtigungen zu beobachten. Die Arbeit mit Sinnbildern im diagnostischen Prozess bei Lernbeeinträchtigungen ist ein kleiner Baustein auf dem Weg dorthin, dass Lernen und damit auch ein Sich-Weiterentwickeln gelingen kann. Dabei präsentiert sich das lösungs- sowie entwicklungsorientierte Verfahren als eine in Beziehung zueinander stehenden Einheit aus Lernbeeinträchtigung, potenzielle Lösung und nahrhaften Boden. Lernbeeinträchtigung: Der Trias liegt die Annahme zugrunde, dass der Lernprozess des Schülers gestoppt ist. Wenngleich der Schüler spürt, dass da etwas ist, das ihm beim Lernen im Weg steht, so ist er jedoch nicht in der Lage das Gespürte zu verbalisieren. Nahrhafter Boden: Mit Hilfe eines von Sinnbildern gestützten Interviews soll es gelingen, die vagen Vermutungen der Schüler hinsichtlich ihrer Lernbeeinträchtigung zu versprachlichen. Dabei spielt die von den Bildern ausgehende Resonanz eine entscheidende Rolle. Durch sie können dem Schüler eigene implizite Denk- und Handlungsmuster gedanklich zugänglich gemacht und versprachlicht werden. Potenzielle Lösung: Die im Rahmen des Sinnbildgestützten Interviews in Erfahrung gebrachten Informationen ermöglichen im besten Fall eine Sicht darauf, was dem Schüler in seinem gestoppten Lernprozess im Weg steht. Dabei geht es nicht darum eine kausale Ursache zu finden, sondern eine prozessorientierte sowie lösungsorientierte Sichtweise einzunehmen. Die Versprachlichung der vagen Vermutungen ermöglicht ein Arbeiten mit dem Wissen in der realen Welt. Im Falle von Gelingen, kann der Interviewführende die durch das Sinnbildgestützte Interview in Erfahrung gebrachten Lernbeeinträchtigungen innerhalb der drei Lerndimensionen im Können, Wissen und Wollen (Ellinger/Hechler 2021) verorten, um eine individuelle -auf die Lernbeeinträchtigung zugeschnittene- Lernhilfe zu generieren. / In recent years, the number of students with special educational needs and students with a history of migration or flight has increased at vocational schools. This has created a new clientele of pupils that is characterized by a high degree of heterogeneity and learning differences. Increasingly, linguistic poverty and learning disabilities can also be observed. Working with symbols in the diagnostic process for learning disabilities is a small building block on the way to ensuring that learning and thus also further development can succeed. The solution- and development-oriented process presents itself as an interrelated unit of learning impairment, potential solution and nourishing ground. Learning impairment: The triad is based on the assumption that the student's learning process is halted. Although the student senses that something is getting in the way of their learning, they are unable to verbalize what they sense. Nourishing ground: With the help of an interview supported by symbols, it should be possible to verbalize the pupil's vague assumptions about their learning impairment. The resonance emanating from the images plays a decisive role here. Through them, the pupil's own implicit patterns of thought and action can be made mentally accessible and verbalized. Potential solution: In the best-case scenario, the information obtained during the symbol-based interview provides a view of what is standing in the way of the student's learning process. The aim is not to find a causal cause, but to adopt a process-oriented and solution-oriented perspective. The verbalization of the vague assumptions makes it possible to work with the knowledge in the real world. In the case of success, the interviewer can locate the learning impairments brought to light by the symbol-based interview within the three learning dimensions of ability, knowledge and willingness (Ellinger/Hechler 2021) in order to generate individual learning support tailored to the learning impairment.

The principle problem of the present research was to determine the relative effects of two major variables, nature of verbal reinforcement and achievement history, upon the performance of elementary school children on a relatively simple learning task.