By making a CDA the linguistic and semantic features in cosmetic products are going to be examined. For the purpose of this study, 99 products, from two companies, are analysed in order to find out if the marketing teams of the companies are using different linguistic and semiotic features in order to persuade their target group. Theories of masculinity and femininity are presented and the relationship between gender and language is analysed. Furthermore, Aristotle’s theory about the three proofs of persuasion ethos, pathos and logos is discussed. After analyzing and discussing the data that have been gathered in relation with the background theories, significant differences are noticed on the products for the two genders. In the research appears that the two genders are targeted in different ways and that different linguistic and semiotic features are used for each gender.

History and heritage can have a considerable impact when designing a visual identity for a brand. This study aims to analyse the visual identity of The Swedish Handicraft Association, Hemslöjden, an organisation with a long and sometimes conflict-ridden past. Using a semiotic analysis method and theories of cultural branding, heritage branding and myth-building, the study seeks to examine how heritage, history and future relevance is tackled visually. The study shows that even though Hemslöjden could be considered a cultural and heritage brand, there is an ambivalent use of history and heritage in the organisation’s visual identity. The study theorises that the ambivalence and avoidance of history is partially due to a fear of being irrelevant for younger audiences but also to avoid acknowledging problematic aspects of the organisation's history. The latter could suggest a stewardship of the brand to avoid negative use from external, nationalist groups but could also via mythbuilding purify a conflicted history.

The aim of this case study is to analyze how gender is portrayed in the TV series Euphoria. Previous research has indicated that gender media portrayal often is narrow and stereotypical, reinforcing outdated perceptions of masculinity and femininity. These portrayals can keep harmful stereotypes alive and affect how people see themselves and others. By examining the portrayal of gender, this study aims to determine whether the show reproduces or challenges gender stereotypes. The theoretical framework includes discourse analysis, various theories about gender, objectification theory and film theory. This study is conducted through a multimodal critical discourse analysis, utilizing the semiotics of denotation and connotation in specific scenes from both seasons of Euphoria, focusing on three characters. After analyzing the scenes, each character was placed in a "stereotype schema" which includes attributes of nine different typical gender roles for both men and women. This approach allows for systematically assessing how each character aligns with or deviates from traditional gender roles. The results of this study demonstrate that the TV series presents a complex depiction of gender, both reinforcing and challenging gender stereotypes. The show portrays a limited range of gender expressions, with some characters conforming closely to traditional stereotypes, while others offer a more diverse and unconventional representation, diverging from typical gender norms.

Made available in DSpace on 2015-04-11T14:02:42Z (GMT). No. of bitstreams: 1 edna.pdf: 3673971 bytes, checksum: 89ecadfcc33fc87adf6e023ed082081a (MD5) Previous issue date: 2010-12-29 / In order to evaluate communicability in virtual environments developed using Moodle, also considering how novice students react when developing basic tasks through that software, this work describes how MIS and MAC two methods from Semiotic Engineering were used to evaluate designer-user interaction (under student profile) in this class of environment. From experiments with Moodle IFAM and ColabWeb, both environments currently used with distance learning courses offered by two Brazilian Federal Higher Education institutions, we describe how application of a successive refinement schema for the interface, based on the setting of elements available. / Com o objetivo de avaliar a comunicabilidade de ambientes virtuais desenvolvidos a partir da plataforma Moodle, verificando como alunos novatos reagem ao realizarem determinadas tarefas utilizando o sistema, este trabalho descreve como os métodos MIS e MAC da Engenharia Semiótica foram aplicados para a avaliação da interação designer-usuário (perfil aluno) em ambientes dessa categoria. A partir de experimentos com os ambientes Moodle IFAM e ColabWeb, ambos utilizados nas disciplinas a distância oferecidas atualmente por duas IFES, descrevemos a aplicação de um esquema de refinamentos sucessivos da interface a partir da modificação dos elementos de configuração disponíveis.

Contemporary constantly expanding content of social media like Instagram brings the medium of photography to new contexts. Photography becomes an instrument of immediate communication and its historically defined functions are an object of change. The continuity of Instagram content creating, the personal perspective of its users, the constant presence of camera accompanying them are aspects analogous to the artwork of Nan Goldin. Goldin's photo essay ​The Ballad of Sexual Dependency (1986)​has a character of visual diary that captures the life of her community with almost obsessive continuity. It's also captured from deeply personal perspective depicting intimate moments and describing Goldin's personal relationships. Publishing of ​The Ballad​and formation of Instagram is divided by more than twenty-five years and both events and its meanings are profoundly different. This thesis nevertheless presumes that comparison of these, in many aspects alike phenomenons can help describe the change of the function of the media of photography, explore contemporary tendencies in photography aesthetics, the meaning of instagram's content to its users and provide general understanding of the role of shared photography in social and historical context. The methods of comparison are semiotic visual analysis,...

The presented thesis will examine tools of animated commercials on the basis of semiotic analysis of TV advertising. The animation is usually connected whit children's or family movies, however it is also extensively used in commercials, which are designed to affect adult audiences. The goal of the thesis was to find, how animated commercial attracts customers and how it differs from played ad. Therefore the underlying hypothesis is that animation is not just for children, but it may just as well successfully work in production for adults. The thesis is also based on the assumption that animated advertising uses other tools to capture the viewer than advertising played. The theoretical part is focused on presenting animation, its development, specifics and methods of analysis. Also it is focused on semiotic and practical side of advertisement and visual sings of image. In the practical part I will compare selected animated and played ads. My effort will be to describe tools of animation in commercials and to discover how they differ from played ads. Key words: semiotic in advertising, advertising, TV advertisening, animated ad, animation, semiotic analysis, encoding, denotation, connotation, image

The aim of thesis is semiotic analysis of chosen audio-visual commercials of children's products. The thesis will contain introduction, ending, theoretic part and empiric part. I introduce semiotic like subject of science in theoretic part, explain concept of sign and semiosis. Next I will describe concepts "denotace", "konotace", verbal and nonverbal signs. Next I will focus on commercial. I will describe commercial discours and semiotic in commercial. I'll introduce television as medium of commercial and come to methods gaining attention of consumers. Next I will apply children's consumer, children's marketing, children's and television commercial, how perception of television commercial influences children of different age and how to eliminate influence of commerical to children. In empiric part I will do semiotic analysis of chosen audio-visual commercials of children's products. I introduce method of research and I will make efforts to confirm hypothese, that commercials use as method gaining attention of children's primarily emotions, but when it is commercial of children's product aim at adults (nappies, children's nutrition) use rather method of providing of informations. So it use different elements of signs. I will simultaneously expect reciprocal harmony between visual, verbal and audio...

Sociala medier är en plattform som kantas av känslor. Samtidigt vänder sig människor dit under kriser för att dela känslor och prata med varandra. I kommentarsfältet på Gröna Lunds Instagraminlägg, där de kommunicerar efter Jetlineolyckan, 2023, händer detta. Genom en kvalitativ socialsemiotisk multimodal textanalys erbjuder fallstudien en tolkning, och bidrar till en förståelse för vilka meningsbärande element som konstruerar vilka känslor i kommentarsfältet. En teoretisk och hypotetisk diskussion förs om känslornas möjliga betydelse för organisationens legitimitet. Först och främst analyseras Gröna Lunds Instagraminlägg kvalitativt med en innehållsanalys för att belysa kontexten, och de kriskommunikationsstrategier som används. Fallstudien visar på att Gröna Lund kommunicerar under krisfasen, tar på sig hela ansvaret och latent kommunicerar känslor av skam och skuld. Med hjälp av kriskommunikationsstrategier erkänner och bekänner nöjesparken krisen, och kommunicerar därefter åtgärdande handlingar. Den vanligaste känslan som konstrueras i kommentarsfältet är känslan av ilska och sorg. Ilska tar sig i uttryck både mot Gröna Lund och mot andra Instagramanvändare. Skuld konstrueras latent i konstruktionen av ilska. Det finns även en liten mängd kommentarer som konstruerar känslan lycka. Känslan av ångest uttrycks framför allt i form av frågor och en stor ovisshet. Fallstudien visar att känslorna många gånger konstrueras av liknande lexikala val, och att olika emojis förstärker vissa konstruktioner. En mycket liten mängd emotikoner har påvisats. Den teoretiska och hypotetiska diskussionen visar att känslor som ilska, skuld och ångest potentiellt försämrar Gröna Lunds tre former av organisatorisk legitimitet. Kommentarer med känslor av lycka och hopp visar motsatsen. Ilska kan däremot både förbättra och försämra legitimiteten, beroende på vem ilskan riktas mot. Det samma gäller för legitimitetsstrategier. Känslor av lycka hopp kan ge en teoretisk fingervisning på att strategierna stärker legitimiteten. Slutligen är det av stor vikt för samhället såväl yrkeslivet att förstå hur känslor tar form, i framför allt i medier med öppna kommentarsfält, då dessa potentiellt påverkar organisationens legitimitet. / Social media is an emotional platform. At the same time, people turn to it during crises to share emotions and talk to each other. In the comments section of Gröna Lund's Instagram post, where they communicate after the Jetline accident in 2023, this happens. Through a qualitative social semiotic multimodal text analysis, the case study offers an interpretation and contributes to an understanding of which meaningful elements construct which emotions in the comment field. A theoretical and hypothetical discussion is conducted on the possible importance of emotions for organizational legitimacy. First of all, Gröna Lund's Instagram posts are analyzed qualitatively with a content analysis to highlight the context and the crisis communication strategies used. This case study shows that Gröna Lund communicates during the crisis phase, taking full responsibility and latently communicating feelings of shame and guilt. Using crisis communication strategies, the amusement park acknowledges and confesses the crisis, and then communicates remedial actions. The most common emotion constructed in the comment section is the emotion of anger and sadness. Anger is expressed both towards Gröna Lund and towards other Instagram users. Guilt is constructed latently in the construction of anger. There is also a small number of comments that construct the feeling of happiness. The feeling of anxiety is mainly expressed in the form of questions and great uncertainty. The case study shows that the emotions are often constructed by similar lexical choices, and that different emojis reinforce certain constructions. A very small number of emoticons have been detected. The theoretical and hypothetical discussion shows that emotions such as anger, guilt and anxiety potentially impair Green Lund's three forms of organizational legitimacy. Comments with feelings of happiness and hope show the opposite. Anger, on the other hand, can both enhance and detract from legitimacy, depending on who the anger is directed at. The same applies to legitimacy strategies. Feelings of happiness and hope can provide a theoretical indication that the strategies strengthen legitimacy. Finally, it is of great importance for society as well as the professional world to understand how emotions take shape, especially in media with open comment sections, as these potentially affect the legitimacy of the organization.

Researchers have taken a particular interest in children’s drawings as a means of representing and communicating knowledge and perspectives but a review of literature reveals that researchers routinely use drawings as a way of obtaining data without considering their function or value. This ESRC-funded research aims to explore drawing as a method of accessing children's perspectives and has three central research objectives which consider methodological and analytical factors relating to the use of children’s drawings as a research tool. These are: to develop a principled approach to analysing and interpreting children’s drawings, to create guidelines for the use of drawing as a research tool, and to gather children’s perspectives on play through the method of drawing. The research objectives were achieved by asking the following three questions: How can children’s drawings be analysed using a principled approach? What are the major factors to be considered when using drawing as a research tool? What can drawings reveal about children's perspectives on play? The study involved two visits to the homes of eight preschool children aged four. The sample included four girls and four boys from central and north-east Scotland with half of the families being categorised as being of low socioeconomic status. Visits were flexible and unstructured allowing the child autonomy regarding our level of interaction and the types of activities (such as free play and conversation) with which they wished to engage. The second visit included a prompted drawing activity in which I invited children to express their perspectives on play. The topic of play was chosen (i) to offer children a meaningful research activity to investigate the issues surrounding the method, (ii) to explore the task of representing an abstract, yet familiar, concept and how this may influence children’s drawings and representations of play, and (iii) as an extension of the ESRC project Young Children Learning with Toys and Technology at Home (Plowman et al., 2012) by giving greater emphasis to children's own perspectives on play and exploring the ways in which this can be achieved. My theoretical approach is not to consider drawings as reproductions of reality, but to value and attempt to understand children’s drawings as a semiotic vehicle in which messages are created and conveyed during the drawing process through representation and signification. Informed by social semiotics (Kress & van Leeuwen, 1996) the research presents an innovative four-step approach to analysing children's drawings (4-SASA). The protocol, a key contribution of the research, was developed to promote a more systematic analysis, involving (i) isolating signs within drawings through manual annotation, (ii) documenting the child’s understanding of signs and the significance attributed to them, (iii) organising signs using specific categories of social semiotic analysis (mode, size, colour, salience) and identifying the child’s motivation and interest for specific sign production, and (iv) synthesis of the child’s perspectives from steps 1-3. Post hoc methodological examinations elucidated the following four key factors to be considered when using young children’s drawings: (i) contextual sensitivity of the drawing process, (ii) children’s perceptions of the research task, (iii) the complex task of representing an abstract and elusive concept such as play, and (iv) whether there is a fundamental difference between drawing spontaneously (non-commissioned) and drawing on request. Evidence from the study supports previous literature in demonstrating the potential of drawing as a method of accessing children’s perspectives. However, findings suggest that rather than routinely selecting drawing as a method for representing children’s perspectives, researchers need to be more thoughtful about the ways in which factors such as the social and contextual framing of drawing and approaches to data collection can affect research outcomes. The thesis concludes by discussing how these emerging issues impact research outcomes, along with implications for future implementation and analysis of drawings.

This thesis presents a model of institutional values transmission through cross-case analysis of values education undertaken in three UK secondary schools. Since the early 1980s a significant amount of research has been carried out on cultural transmission and the transmission of values, though it has focused on intergenerational transmission within families and the interaction between the school and the family in terms of converging and diverging values and worldviews. Very little work has been done on the process of transmission of values in schools or other organisations that is evidence-based. An increasing number of governments and organisations, as well as schools, are beginning to invest seriously in values education programmes, but whether the idea of values education is theoretically coherent is still disputed. Through an evaluation of the philosophical, psychological and sociological literature on values and employing phenomenological and semiotic analyses, a theory of values as transmissible entities is developed, which is then extended to a general concept of values transmission using the twin terms invocation and evocation, to denote modes of bringing value concepts to the awareness of an audience and of generating group cohesion through a shared experience linked to particular values, respectively, these terms themselves emerging from the theory of values. Through data collection, analysis and modelling of values education in three schools – a state comprehensive, a faith school and an independent – a plausible mechanism for institutional values transmission is developed. This mechanism integrates two partial models: a permeation-authority inculcation model of transmission flow with a resistance-transformation model of moral autonomy. At its heart it envisages a systemically robust cycle of institutional values discourse, institutional cultural expectations and the generation of a sense of community shored up by individual commitment. A two tier qualitative approach is used in this research, having both an inductive, theory generating phase of field research, data capture and analysis, and a deductive, hypothesis-led confirmatory phase. The inductive phase uses a case study format and cross-case analysis, providing data for analysis and for testing a set of hypotheses in the deductive phase. The development of a mechanism for institutional values transmission is carried out using an institutional model of the schools as a data collection and analytical instrument, based on three structural aspects: an authority hierarchy; an interiority/exteriority duality in the institutional lived-experience; and a system hierarchy. Multiple data collection and analytic methods are employed in each case study, in order to build up a ‘three-dimensional’ picture of the transmission of values in each school. Both comparative and iterative cross-case analyses are carried out. The findings emerging from the case studies suggest the following tentative conclusions: schools have varying degrees of awareness of the values that they impart, although all consider values education to be an important part of what they do and to impact on student performance and behaviour; while there is some explicit values-oriented pedagogy, most teaching of values is implicit; schools with greater ethnic diversity have more challenges to build a cohesive community, as this is at odds with the ‘spontaneous sociality’ of the pupils; there is a broad convergence on the same values found most widely distributed throughout schools across the widest range possible with respect to forms of governance, educational philosophy and demography. The findings carry a number of pedagogical implications: general support is found for explicit values education programmes and the linking between behavioural standards and academic achievement; the importance of the development of a ‘moral community’ around the ethos of the school and the creation of opportunities for multiple belonging is highlighted; and resistance to institutional authority structures is explored for its significant potential for transformation to an acceptance of institutional values.