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The aim of this study is to conduct the empirical tests on consumer's emotional responses of product design and the relationship between emotion and consumer's attitudinal loyalty to identify if there exists potential relationship links between these two factors together by following certain regulation. This study also seeks to compare

The aim of this study is to conduct the empirical tests on consumer's emotional responses of product design and the relationship between emotion and consumer's attitudinal loyalty to identify if there exists potential relationship links between these two factors together by following certain regulation. This study also seeks to compare Brand Loyalty of Apple products across two different cultures - China and US to see if there are any differences regarding their brand loyalty construction and expression. The emotional responses on product design were also studied in order to reveal potential emotional design issues between the two different cultures. Results of this study show that: (1) Brand loyalty strengthens a consumer's emotion bond with a targeted brand through its product carrier. Emotion is seen as a predictor for brand loyalty based on consumer proportionality and conformity of expression. (2) Cognitive experience is not necessary nor a sufficient condition to build brand loyalty. Emotion and culture will be crucial in constructing brand loyalty without cognition. Cultural differences will affect brand loyalty, especially regarding attitudinal loyalty. (3) Different cultures share different ways of emotional expression. Based on the scope, limitations, and results of this research, Chinese consumers appear to be more sensitive in their emotional feelings of the iPad's design than American consumers.
ContributorsQu, Yonghao (Author) / Takamura, John (Thesis advisor) / Shin, Dosun (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2012
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Critical thinking has driven pedagogical development and captured the attention of educators for years and is now an important focus in classrooms today (Fahim, 2014, p. 141). Common core and STEM education are both impressive additions to the educational process and practice and exist to encourage students to ask questions,

Critical thinking has driven pedagogical development and captured the attention of educators for years and is now an important focus in classrooms today (Fahim, 2014, p. 141). Common core and STEM education are both impressive additions to the educational process and practice and exist to encourage students to ask questions, analyze information, and create their own solutions or ideas. During my time studying education at Arizona State University, I noticed that a majority of references to critical thinking were in conjunction to STEM subjects. In this study, I explore and defend the benefit of using classical literature to promote critical thinking in 21st century classrooms. Included in this study is a section of curriculum during a unit studying the novel The Great Gatsby that is centered around developing critical thinking and problem solving skills.
ContributorsSherry, Alyssa Lyn (Author) / Smudde, Christopher (Thesis director) / Esch, Mark (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description

Filmmakers seek to create story pieces that are visually beautiful and engage the full attention of their audience. They typically abide by a 3-step process moving through pre-production, production, and post-production. Within each step, there are a series of tasks that need to be accomplished in order to reach the

Filmmakers seek to create story pieces that are visually beautiful and engage the full attention of their audience. They typically abide by a 3-step process moving through pre-production, production, and post-production. Within each step, there are a series of tasks that need to be accomplished in order to reach the completed film. A successful film requires careful planning and strategy in pre-production, timely and decisive execution in production, and minimal unforeseen retouching in post-production.<br/><br/>Even though filmmakers have continued to follow the same formula throughout the decades, the filmmaking process has remained largely inefficient. It is extremely common for pre-production planning to be undercut, for production filming to run far too long, and for post-production VFX and editing to send the project over budget. These instances can cause major issues as the project is being finalized. In many scenarios portions of the project need to be reshot, the box office revenue isn’t enough to make up for extensive VFX retouching, or the project may never even come to fruition. <br/><br/>The reason for this recurring theme of films being over budget and out of time is quite simply that technology has made filmmakers lazy. “Fix it in post” is a disgustingly common phrase used in the film industry. It describes the utter abuse of computer retouching in the post-production phase of filmmaking. Despite working in an industry that seeks to entertain the human eye, filmmakers have become blind to all of the small mistakes that could cost them hundreds of hours and millions of dollars in the long run.

ContributorsKlewicki, Tallee Jo (Author) / Shin, Dosun (Thesis director) / Eliciana, Nascimento (Committee member) / The Design School (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05