Showing papers by "Auckland University of Technology published in 1998"

How advertising slogans can prime evaluations of brand extensions: further empirical results

Abstract: A replication of Boush’s exploratory study provides further evidence about how advertising slogans prime evaluations of brand extensions. Two hypotheses are investigated. First, that a brand extension will be rated as more similar to existing family‐branded products if the advertising slogan primes attributes that the brand extension shares with existing products than if the slogan primes attributes that the brand extension does not share with the existing family‐branded products. Second, given a positively evaluated brand, a brand extension will be evaluated more positively if the advertising slogan primes features that the extension shares with existing family‐branded products than if the slogan primes attributes that the brand extension does not share with existing family‐branded products. The research shows priming can play an important role in supporting or undermining a brand extension strategy by drawing attention to attributes either that a new product has in common with existing products or that conflict with existing products.

Point Mutations and Deletion Responsible for the Bombay H null and the Reunion H weak Blood Groups

Abstract: Objective: Definition of the molecular basis of the Reunion and the Bombay red cell and salivary H-deficient phenotypes. Methods:

The importance of brand‐specific associations in brand extension: further empirical results

Abstract: This paper reports a replication of Broniarczyk and Alba’s study of the influence of brand‐specific associations on brand extensions. The results broadly support the original study showing brand‐specific associations ( i.e. attributes which differentiate a brand from the competition)can dominate the effects of the parent brand to the point where they reverse extension evaluations. Thus the study provides further evidence to challenge the commonly held assumption that the effect associated with the original brand name and product category is automatically transferred to the brand extension.

Incidence of sporting injury in New Zealand youths aged 6-15 years.

Abstract: OBJECTIVE: To document the incidence of injury in 6-15 year olds playing rugby union, rugby league, and netball, and to identify the common mechanisms, sites, severity, and time of injury. METHODS: Cross sectional data were collected by trained observers who watched 258 games of rugby union, netball, and rugby league over a four week period. The condition of the injured participants was monitored until recovery. RESULTS: In total, 5174 players were observed and an injury rate of 18 per 1000 player hours was calculated. Of all observed injuries, 29% required some form of medical treatment. A significant difference (p<0.05) in the distribution of injury over the four quarters of the games was recorded, most occurring in the first three quarters. In total, 81% of the injuries were classified as contact injuries, and these mainly occurred through direct contact with the opposition. Of all observed injuries, 27% were recurrent. CONCLUSIONS: The incidence of injury in rugby union, netball, and rugby league is low for children aged between 6 and 15 years relative to adult rates.

Role of extracellular [Ca2+] in fatigue of isolated mammalian skeletal muscle

Abstract: The possible role of altered extracellular Ca2+concentration ([Ca2+]o) in skeletal muscle fatigue was tested on isolated slow-twitch soleus and fast-twitch extensor digitorum longus muscles of the ...

Exploring Paradigms of Curriculum Evaluation and Concepts of Quality

Abstract: Three paradigms of curriculum evaluation are identified and described as functional (technical), transactional (naturalistic) and critical (emancipatory). Any model or tool for curriculum evaluation (or evaluation of a programme, course or module) that is developed by an institute or by a group of staff has an underlying philosophy (not always consciously recognised by the group) that can be matched to one or more of these paradigms. Quality in educational programmes has been variously conceptualised as meeting specified standards, being fit for purpose or as transformative. A link is made between different concepts of quality and the paradigms of curriculum evaluation that influence the evaluative operations of academics. Readers are enabled to critically review their own evaluative practice against these descriptions and interpretations.

Evidence of Prehistoric Lapita Diet at Watom Island, Papua New Guinea, using Stable Isotopes

Abstract: Samples of human bone from six individuals from the Lapila burial ground at Reber­ RakivaJ on Watom Island in New Britain were analysed for snc. SUN and S 34 S. The mean values obtained were -18.1, 11.6 and 9.9 respectively. From existing knowledge of isotope values, calorific content and protein yields for the main Pacific food types, computer simul ation was used to randomly generate a large number of possibl e food compositions, in order to find the type of diet which could have produced the isotope pauem at Watom. The simulation produced solutions which are within acceptable limits of the Watom isotope signature. The mean food composition per day was then estimated as follows: Food Type

Quality Monitoring in Two Institutions: a comparison

Abstract: There are different perceptions of the meaning of quality in higher education, however, internationally, quality, whatever its focus, has become the vehicle through which accountability is addressed. Accountability is associated with efficiency and effectiveness, with definitions of quality based on dimensions of high standards, zero defects, value for money and fitness for purpose. None of these definitions directly encompasses the core activities of learning and teaching. To do this in a rapidly changing world requires a focus on transformation and innovation, with quality monitoring concerned with improvement and enhancement. This paper examines the internal quality monitoring processes in two institutions (one in NZ and one in the UK) in order to consider how these processes may be contributing to transformation. It is concluded that there is a need to reconceptualise ‘effectiveness’ if institutions are to focus internal quality monitoring on transformation. Emphasis needs to be given to self...

Psychological impact of cadavers and prosections on physiotherapy and occupational therapy students

Abstract: The short and long term impact of exposure to cadavers and prosections was examined with 114 occupational therapy and physiotherapy students attending the Auckland Institute of Technology. Pre-exposure measures included a shortened version of the Hopkins Symptom Checklist to assess general distress, and an event-specific apprehension questionnaire. Thirty per cent of students exhibited a post-traumatic stress reaction as measured by the Impact of Event Scale. Eighteen months later, 7 per cent still exhibited symptoms of stress. Multivariate regression analysis revealed that high general distress, high event-specific apprehension and being a member of the physiotherapy student group were associated with high scores on the Impact of Event Scale. These findings indicate that the cadaver experience had a significant impact on these students, although the effect diminished over time.

Emotional competence in professional communication.

Abstract: This paper explores the notion of emotional competence for professional practitioners and the impact of different levels of emotional competence on communication in mental health nursing practice. It comments on available approaches to assessing competence in this area and on factors that obstruct and impair such assessment. Practitioner awareness of both the concept of emotional competence and its assessment is examined at a professional and personal level. Strategies for the achievement and maintenance of effective communication and emotionally competent professional practice are proposed.

Revealing sexuality: have nurses' knowledge and attitudes changed?

Abstract: All nurses should be adequately prepared for assisting clients with issues relating to sexuality. This article describes a descriptive study undertaken between 1988 and 1991 which used a questionnaire to survey the knowledge and attitudes of New Zealand pre- and post-registration nursing students regarding sexuality. The results of this study have previously been available only in an unpublished report. As interest in this area of research is increasing overseas, and as it is now time to consider resurveying New Zealand nurses, it is useful to have a summary of the findings available to a wider audience. Phase One analysed the responses of a convenience sample of 319 registered nurses undertaking a one-year post-registration programme in four New Zealand schools of nursing in either 1988 or 1989. Phase Two analysed 575 questionnaires completed by a convenience sample of nursing students in their first and/or third years of a three-year programme leading to nursing registration. Analysis of the 35 true/false items showed that students near the completion of their programme were as knowledgeable or more knowledgeable than registered nurses, although there were areas where both groups lacked information. Analysis of the 33 items measuring attitudes on a 5-point Likert scale suggested that the attitudes of both pre- and post-registration students were more liberal than conservative, but with some differences discernible when participants were grouped by demographic variables. Importantly, the study found that 55% of pre-registration students, and 88% of registered nurse participants, felt that nurses were inadequately prepared for helping clients with concerns about sexual matters. The findings are compared with those of studies undertaken overseas this decade.

A generic collaborative database—part of a strategy to internationalise the curriculum and develop teamwork and communication capabilities (poster)

Abstract: This presentation reports on progress in using Groupware concepts, to assist collaborative learning across boundaries of time and space, to broaden the student learning experience and develop capabilities in the use of IT for cross cultural communication.

Programming in context — the next step

Abstract: I n the last column I argued that "what we call information systems are really only a part of human memfing systems" [4]. Much of the emphasis for information systems then should relate to questions of meaning and use rather than of structure and coding as discussed in the frmnework outlined in the previous coIumn. But traditionally, most of the emphasis in our teaching of computing has been at the syntactic or structural level. Commonly in the teaching of computing the primary focus is on the topic of programming. "So what do we actually do when we program?" Naur [5] suggested that it involves a process of theory building, whereby the programmer comes to possess a theory of the program which relates to the affairs of the world that it helps to handle. Effectively, the programmer abstracts the cultural context being addressed, and maps that into the program text which freezes those behaviours into software. Interestingly for the teacher of programming, Naur eschews documentation as a secondary construct to the programmers internalised theory of the program and suggests that "It follows on the Theory Building View, for the primary activity of the programming there can be no right method" [5]. For the creative process of theory building is inherently not a method or rule driven activity. For the methodologists of the software engineering movement, maybe a more critical look at the metaphors upon which we base our view of programming is timely. Is it appropriate to base our models of software development upon the building and construction metaphor. Are the techniques, practices, and methods of the engineering and construction industries neatly transferable? Paul and Kuljis gave a thought provoking presentation, refuting the software engineering approach to systems development, to the initial consternation of its audience. They observed that we have traditionally conceived the process of developing software in the light of the "fixed point theorem." [6] Under the tenets of this theorem, at some stage in the process the developers and users come to agree upon exactly what is required, at which point the requirements can be frozen and work then proceeds to design, code, test, and impIement these so concretely determined needs. The comfortable reassurance of a concrete specification, then allows designers and developers to go about their work of rigorously implementing the required system, and expending considerable effort upon ensuring its provable, or at least demonstrable, correctness at the design level. Refuting this static approach, they extended their argument to opine that "Since uncertain change is inevitable, planning for change would appear to be more appropriate. What is required for living businesses, however are living systems. Systems should breathe, be designed to adapt to unknown change. Systems should grow, mature and die (they do anyway)." [6] "In spite of the immense cultural and economic pressures, the project based approach has to be broken. Software engineering cannot be compared to any other engineering. It may be time to move on and away from software engineering altogether. [6]" Truly a heretical statement, at least in the newly regulated state of Texas, where the term Software Engineer is now to be protected and restricted under law. While Paul and Kuljis may be overstating the case, they do reinforce the point that software engineering approaches, have tended to operate at the syntactic level of generalised structures and fixed designs. Recent developments with the object-oriented paradigm and the design patterns movement have seen a greater recognition of the need to evolve systems from existing structures, and this is defnfitely a move in the fight direction. However, even here our thinking is still coloured by the project concept and the waterfall lifecycle era. Grady Booch speaking a Mille ago in Auckland [1] talked of an Object Oriented development lifecycle which supported evolution of systems, but still had a post production phase called "maintenance". When questioned, he admitted that this term no longer made sense for a system that was, by its very nature, dynamically evolving. Yet if we were to move away from a "project" to a "dynamic evolution" of information systems paradigm, how would we manage change, and maintain the quality of these systems? Perhaps here we should turn to "another factor in a living systems paradigm. This is the question of right and wrong, the question of correct and faulty. A living system is neither right nor correct. It is a system that is adapting to need. In this sense it is not wrong or faulty either. The expectation should be that the system is constantly undergoing change to meet the changing need. The opportunity to change the system has to be seen as a virtue in itself, not a point of negative criticism concerning a lack of past perspicacity." [6] Yet at some level we wish to ensure the correctness of the program that has been written. How do we do this in a context in which nothing is inherently right or wrong? As computing moves from the tidy certainty of the modernist era to the chaotic scepticism of the postmodemist, we need to become armed with an increasing sense of the arbitrariness of all structures. Certainly we do not often ask questions about whether a societal or organisational culture is provably correct. If a software system is merely an embedded system within a wider set of cultural systems, why should correcmess

From structure to context—bridging the gap

Abstract: eCently I have been grapling with the concepts of itical Theory. (See [1] for a useful set of references on qualitative research in information systems [IS].) It is a perspective on research that inquires into questions of overall purpose and meaning, rather than those of design and structure. In this issue some questions regarding the broader purpose and meaning for the terms computing and programming are discussed. It has been suggested that "The fundamental question underlying all of computing is, what can be (efficiently) automated" [2]. Now while this view is certainly valid, when applied to organizational systems, it makes significant omissions. The fact that the word "efficiently" can be interpreted in several ways is one source of difficulty. In a classical sense it could refer to computational efficiency, but in an organizational sense it normally relates to economic efficiency. This leads to an essentially instrumentalist view of computing in organizations, one whereby most organizational computing systems are implemented as a means to an end, regarded as tools and implemented in a spirit o f technological determinism. Critical theorists have an interest in questions of emancipation, or empowerment (not to be confuse~t with its mis-used form in much corporate rhetoric)_ The .questions in I S then become Why is the system being implemented? For whose benefit? Who stands to lose from it? Does it actively empower the stakeholders involved? Do they have a voice in the changes proposed? Have such questions been considered and how are any consequences to be addressed? Quite distinct from the issues of power involved in systems implementation, there is a growing view refuting the instrumentalist concept o f technology as tool, and arguing rather for technology as product. In this latter view, [3] technologies ... are viewed as products o f the social evolution of the organization and the larger culture of which it is a part. Because cultures vary, the meaning of technology varies. Thus any given information system may mean different things within different organizations or even within different groups. Further, its roles and purposes may vary over time as the culture evolves. As educators, do we really understand the implications of this shift in perspective for our teaching? For instance if an information system is a cultural artifact, which captures, frozen in software, aspects of the behavior of a cultural grouping, then consistent with the characteristics o f most cultures it is inherently an entity that is temporal, contested, and emergent. Our classical models of software development, software engineering, or programming have struggled with the situations which inevitably arise because of this issue. Linear models o f development have typically assumed jthat requirements for a system are ab l e to be ~etermined crnclusively, a n d correctly. ', I . . . . , I f W e move-on to the defmmon o f p r 0 g r a m m m g an the computing curriculum it is based upon the concept o f "activities that surround the description, development, and effective implementation o f algorithmic solutions to weU-speci-

Real-time online fuzzy logic simulation system

Abstract: Computer application technology is increasing in all sectors of industry and commerce. For this reason it is considered essential that today's students are conversant with the concepts and benefits of computer technology. This fuzzy logic simulation project is aimed at providing a student environment where these concepts can be easily and effectively taught, and to provide practical solutions to real industrial problems. This paper describes the development of such a system. A fuzzy logic system is modeled, analyzed and tested in an industrial environment. This involves the application of the software tool MATLAB to generate a mathematical model of a system and compare fuzzy logic algorithms with that of traditional control system design. Once the mathematical model was tested with a graphical simulation package, the system can then be implemented in a real-time environment. This allows any necessary changes to be made without interfering with the output of the system. The aim is to use such a system to broaden the available media for teaching and understanding fuzzy logic and as a consequence allow students to learn not only fuzzy logic, but control systems in a new and exciting manner, previously unavailable to them. Omron Electronics, Landis & Staefa, The Mathworks Inc., Auckland Institute of Technology and the University of Auckland are presently supporting this project.