This study yields insights into the symbolic and metaphorical value of advertisements produced by the private English programmes in Hong Kong. Exploring the domain of advertising as a medium, the author examines the semiotics of metaphor as a tool to unravel the symbolic and metaphorical representations embedded in the visual images of advertisements produced for private English programmes for the local market. From deciphering the symbolic signs and metaphors, this study moves to a broader context for further researching into the transfer of symbolic meaning from the advertisement to the advertised product and then to the prospective student. The identification of symbolic interactionism helps to understand the dynamics of the private English education market in Hong Kong. Three types of metaphor identified by Lakoff &Johnson (2003), namely: orientational metaphor, ontological metaphor and structural metaphor, form the theoretical framework of analysis. By examining the mapping of domains from the concrete source (source domain - the featured object) to the abstract target (target domain – the advertised course), this study discovers the metaphorical connections between different domains, and hence understands what features and characteristics of the advertised products are made the core messages and selling propositions to the target market. The commodification of ideology and the consumer behavioural change from material consumption to sign consumption are also discussed. Findings from this study provide significant insights for colleges or education institutions which are interested in employing advertising strategies in their marketing plans. / published_or_final_version / English Studies / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

This reflective, experientially based study examines the "teachable moment" in the context of two learning contexts, a university tutorial classroom and a karate dojo. The data for the study is generated through in-depth reading; journal, exploratory and expositional writing; and a cyclical interaction with the texts generated during the study. As teacher, student and writer, the researcher examines her experiences in these contexts to further her development as a teacher. The boundaries of the inquiry in the selected to allow enough room to explore concepts and experiences as they emerge. The researcher attempts to convey the experiential nature as well as the content of the inquiry in the thesis text. The form of the thesis and the processes used in writing it contribute substantially to the content of the document. The writing is more than the account of the research findings; rather, it is the methodological vehicle used to drive the inquiry. The text of the thesis is an attempt to creatively express the ineffable qualities to teaching. Italicized excerpts, from the researcher's own journal inserted throughout the text, are used to express reflections on the embodied experiences of these qualities of teaching an learning. Throughout the text, the language is carefully chosen and the meaning of the language considered. The researcher uses analytical and categorical language as well as experiential, personal language and attempts to include creative, artistic language to creat a narrative unity which corresponds more closely to the entirety of her teaching and learning experiences. The researcher's own uncertaintly and questions are the beginning place for her search for knowlege about teaching and learning in the teachable moment and for an exploration of the nature of knowledge. The teachable moment is an opportunity for learning and teaching. The teachable moment begins with the learner's question. The teacher, obedient to the search for knowledge and fully present to the conditions surrounding the question, turust he or she will respond appropriately, ensuring the learnig environment is supportive of inquiry. The teachable moment is a space for authentic questions and answers contributing to the devleopment of a personal relationship between the learner and the topic and to his or her understanding of the nature of knowledge. Learning in the teachable moment is potentially transformative, creating the conditions to make a space for change in the learner's perceptions, understanding and practices. The teachable moment can be powerful for the student because it is an opportunity to integrate several levels of understanding and ways of knowing, extending beyond a rational understanding. Teaching for the teachable moment achknowledges the pace of learning varies depending upon how the student's learning is integrated into her or his understanding. The learning and the writing in this study are cyclical in nature. Ideas or themes that emerged early in the inquiry, surface again and again during the researcher's dialogue with the texts generated from the two teaching and learning contexts each time revealing a new layer of meaning. The researcher has tried to convey this cylce of learning in the thesis text by revisiting the themes, the nature of knowlege, uncertainty, awareness or mindfulness, attentiveness, obedience and trust in each chapter. Each treatment of these themes deepens the discussion of them, following the researcher's own learning. The author of this study asks the reader to engage holistically with the text, to come along with her on a learning journey to seek possiblities and further questions as well as answers. / vii, 108 leaves ; 29 cm.

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No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1977.

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Programming is one of the core skills required by Computer Science undergraduates in tertiary institutions worldwide, whether for study itself, or to be used as a tool to explore other relevant areas. Unfortunately, programming can be incredibly difficult; this is for several reasons, including the youth, depth, and variety of the field, as well as the youth of the technology that frames it. It can be especially problematic for computing neophytes, with some students repeating programming courses not due to academic laziness, but due to an inability to grasp the core concepts. The research outlined by this thesis focuses on our proposed solution to this problem, a constraint-based intelligent tutoring system for teaching the Java programming language, named J-LATTE. J-LATTE (Java Language Acquisition Tile Tutoring Environment) is designed to solve this problem by providing a problem-solving environment for students to work through programming problems. This environment is unique in that it partitions interaction into a concept mode and a coding mode. Concept mode allows the student to form solutions using high-level Java concepts (in the form of tiles), and coding mode allows the student to enter Java code into these tiles to form a complete Java program. The student can, at any time, ask for feedback on a solution or partial solution that they have formed. A pilot study and two full evaluations were carried out to test the effectiveness of the system. The pilot study was run with an assignment given to a postgraduate Computer Science course, and because of the advanced knowledge level of the students, it was not designed to test teaching effectiveness, but instead was useful in determining usability issues and identifying any software errors. The full evaluations of the system were designed to give insight into the teaching effectiveness of J-LATTE, by comparing the results of using the system against a simulated classroom situation. Unfortunately, the participant base was small, for several reasons that are explained in the thesis. However, the results prove interesting otherwise and for the most part are positive towards the effectiveness of J-LATTE. The participants’ knowledge did improve while interacting with the system, and the subjective data collected shows that students like the interaction style and value the feedback obtained.