The sex pheromone components from the corn borer spreading widely in China,Ostrinia furnacalis Guenée, have been identified as (E)-and (Z)-12-tetradecenyl acetates (E andZ12-14∶ Ac). The ratio ofE isomer toZ isomer was 53 ∶ 47. Traps containing 1 × 10(-7)-1 × 10(-5) g of these compounds captured more males than did live females or their tip extract (3-6 female equivalents). Tetradecyl acetate (14 ∶ Ac) was also identified in the tip extract. Its quantity was about 1.8 times the sum of the other two isomers. However, including this compound in its natural ratio in pheromone traps resulted in a decrease in trap catches (P< 0.05).
Design thinking is a human-centered creative method that can be used to seek innovative solutions for life and social topics. Moreover, design thinking can enable developing innovative ideas that can satisfy consumer needs. A packaging design course is a professional course that combines material application, design aesthetics, and branding. It is also a comprehensive science course that emphasizes developing students' creative thinking and the ability to use practical technologies. This study applied an experimental teaching method to introduce design thinking in a packaging design course. The aim was to guide students to identify problems from the perspectives of product packaging, brand image, spatial structure, and marketing. Students were expected to be able to reconsider the meaning and importance of packaging design and thus enhance their structural creativity, visual aesthetics, and design thinking, in addition to improving their rational analysis and design problem-solving abilities.
We adopted a 2 × 2 mixed experimental design to control for form of corporate social responsibility (CSR), advertising message claims (single message vs. multiple message), and levels of advertising skepticism (high vs. low), to elucidate how these influence advertising preferences
and advertising credibility. On the basis of data collected from 320 participants (152 men and 168 women), 4 significant findings were obtained: (a) The form of message claims in CSR advertisements affects advertising preference and advertising credibility, (b) levels of advertising skepticism
affect advertising preference and advertising credibility, (c) consumers with high advertising skepticism exhibit advertising skepticism toward CSR advertisements with single-message claims, (d) consumers with low advertising skepticism exhibit preference for CSR advertisements with multiple-message
claims. Our findings suggest that enterprises should plan advertisement content carefully when promoting their CSR activities because exaggerated or understated content triggers doubt in consumers' minds.
Visual communication design (VCD) is a form of nonverbal communication. The application of relevant linguistic or semiotic theories to VCD education renders graphic design an innovative and scientific discipline. In this study, actual teaching activities were examined to verify the feasibility of applying narrative theory to graphic design courses. Matched group design was employed to equally divide 30 participants into experimental and control groups, who participated in distinct activities over a 4-week period. The results revealed that incorporating narrative theory into graphic design courses enabled increasing students' poster design capabilities across various dimensions, including thematic concept, image creativity, and visual aesthetic. Narrative is a storytelling method. Applying narrative techniques to VCD not only facilitates the creativity of designers, but also elicits the audience's visual memory, thereby encouraging a bidirectional communication between the two entities.
Creativity can be evaluated from learners’ internal motivation and learning outcomes. Implementation of innovative teaching methods by teachers can increase students’ learning motivation. In this study, convenience sampling was employed to select 54 students from a packaging design course; they were randomly grouped into 12 creative teams. Design thinking was integrated into the packaging design course, and its influence on the students’ creative self-efficacy and flow experience was investigated through empirical research. A pretest–posttest design was adopted to perform teaching experiments. In the pretest, conventional lectures were employed, whereas in the posttest, design thinking teaching was incorporated into the course. Packaging design practice spanned 4 weeks. The experiment results revealed that in the 12 creative teams, the students’ creative self-efficacy and flow experience were superior in the posttest than in the pretest. The results also demonstrated that design thinking improved the self-efficacy of students with low creativity tendency as well as the creative flow experience of all students regardless of creativity tendency.
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