Assessing university brand personality through logos: an analysis of the use of academics and athletics in university branding

For colleges and universities whose survival depends on external stakeholders, developing a strong brand should be an important component of their marketing strategy. University brand managers could benefit from developing a better understanding of how consumers interact with their brand in order to develop more effective recruiting material, advertisements, and other marketing efforts. The current study applies the concept of brand personality to university academic and athletic logos and examines subsequent relationships between the perceived brand personalities. Results of an online survey indicate that competence is a brand personality dimension mostly associated with academic logos, and excitement is the brand personality dimension mostly associated with athletic logos.     

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The aims of this study were to quantify the effects of factors such as mode of exercise, body composition and training on the relationship between heart rate and physical activity energy expenditure (measured in kJ?·?min^?1) and to develop prediction equations for energy expenditure from heart rate. Regularly exercising individuals (n = 115; age 18?–?45 years, body mass 47?–?120?kg) underwent a test for maximal oxygen uptake ([Vdot]O_2max test), using incremental protocols on either a cycle ergometer or treadmill; [Vdot]O_2max ranged from 27 to 81?ml?·?kg^?1?·?min^?1. The participants then completed three steady-state exercise stages on either the treadmill (10?min) or the cycle ergometer (15?min) at 35%, 62% and 80% of [Vdot]O_2max, corresponding to 57%, 77% and 90% of maximal heart rate. Heart rate and respiratory exchange ratio data were collected during each stage. A mixed-model analysis identified gender, heart rate, weight, [Vdot]_2max and age as factors that best predicted the relationship between heart rate and energy expenditure. The model (with the highest likelihood ratio) was used to estimate energy expenditure. The correlation coefficient (r) between the measured and estimated energy expenditure was 0.913. The model therefore accounted for 83.3% (R ²) of the variance in energy expenditure in this sample. Because a measure of fitness, such as [Vdot]O_2max, is not always available, a model without [Vdot]O_2max included was also fitted. The correlation coefficient between the measured energy expenditure and estimates from the mixed model without [Vdot]O_2max was 0.857. It follows that the model without a fitness measure accounted for 73.4% of the variance in energy expenditure in this sample. Based on these results, we conclude that it is possible to estimate physical activity energy expenditure from heart rate in a group of individuals with a great deal of accuracy, after adjusting for age, gender, body mass and fitness.     

Interrater agreement for discriminant classifications for the adjustment scales for children and adolescents

Investigation of interrater agreement for the Adjustment Scales for Children and Adolescents (ASCA) discriminant classifications is reported. Two teaching professionals or paraprofessionals working in the same classroom for a minimum of 1 hour per day provided independent ratings of the same child using the ASCA. A total of 119 students ranging in age from 7 to 18 years were independently rated on the ASCA. Results indicated significant and moderate to substantial interrater agreement for the discriminant classifications. © 2002 Wiley Periodicals, Inc.     

Assessing Readiness for E‐Learning

ABSTRACT Today, e‐learning is a common delivery media for education and training within many organizations. Yet, while both the supply and demand for e‐learning opportunities has risen in recent years, many professionals are beginning to question whether e‐learn‐ers are prepared to be successful in an online learning environment (e.g., Gug‐lielmino & Guglielmino, 2003; Watkins & Corry, 2005). After all, a learner's demonstrated success in a conventional education and training classroom may not be an adequate predictor of success in an e‐learning classroom. One way of gauging a potential online learner's readiness is through self‐assessment. As a first step in defining an instrument that measures an e‐learner's readiness, with the cooperation of volunteer participants from the U.S. Coast Guard, this study looked into the validity and internal consistency of items within a self‐assessment of e‐learning readiness that is under development, and provided data for the continuing development and revision of the instrument. Having demonstrated evidence of internal consistency and construct validity, the self‐assessment now provides a tool for continuing research into the prediction of e‐learning performance. Funding for this study was provided by the International Society for Performance Improvement.     

Context Dependence of Students’ Views about the Role of Equations in Understanding Biology

Students’ epistemological views about biology—their ideas about what “counts” as learning and understanding biology—play a role in how they approach their courses and respond to reforms. As introductory biology courses incorporate more physics and quantitative reasoning, student attitudes about the role of equations in biology become especially relevant. However, as documented in research in physics education, students’ epistemologies are not always stable and fixed entities; they can be dynamic and context-dependent. In this paper, we examine an interview with an introductory student in which she discusses the use of equations in her reformed biology course. In one part of the interview, she expresses what sounds like an entrenched negative stance toward the role equations can play in understanding biology. However, later in the interview, when discussing a different biology topic, she takes a more positive stance toward the value of equations. These results highlight how a given student can have diverse ways of thinking about the value of bringing physics and math into biology. By highlighting how attitudes can shift in response to different tasks, instructional environments, and contextual cues, we emphasize the need to attend to these factors, rather than treating students’ beliefs as fixed and stable.     

Discovering Open Access Art History: A Comparative Study of the Indexing of Open Access Art Journals

This article evaluates the indexing of open access art journals in four frequently utilized art indexes: Art Full Text, ARTBibliographies Modern, Art & Architecture Complete, and Bibliography of the History of Art/International Bibliography of Art. The authors also compare the indexing of open access journals in Google Scholar to that in the traditional indexes mentioned above and demonstrate that the commercial indexes currently lag behind Google Scholar in terms of content coverage. This article argues that increased indexing of open access art journals in the traditional, subject-specific indexes will be integral to their acceptance within the discipline of art history.     

The Relationship of Some Personality and Individual Characteristics with an Individual's Commitment to an Ideal Vision for Performance Improvement

This study examined the relationships among specified personality and individual characteristics of university students with their level of commitment to a measurable, results‐focused statement of an Ideal Vision. The study examined variables (including locus of control, generativity, self‐efficacy, values, and risk taking) to determine their relationship with an individual's commitment to an Ideal Vision. Concurrent assessments of individual differences and commitment were utilized to investigate the relationship these variables may have with an individual's commitment to the pragmatic leadership and management practice of using an Ideal Vision as the starting place for strategic planning, needs assessment, performance improvement, and decision making.     

Celebrating the Contribution of Douglas Hamblin

This article celebrates the life of Douglas Hamblin, and his significant contribution to pastoral care, personal-social education and the lives of schools, teachers and pupils. From very incomplete information, it offers a brief account of his career, and lists his most relevant publications.     

Regional Boards of Education: mediating links betweens social investment and social consumption

This article examines the data gathered during research into the formation of a regional board of education in Victoria, Australia. Two of the issues which arose over the 12‐month research period and which were extensively commented on during the second round of interviews are explored. The first issue relates to the frustration experienced by, especially, the elected representatives who had joined under the banner of collaborative and participatory decision making, but found in reality that this was not the case. The consequent high degree of alienation led many members to resign. The second issue relates to the tension between the central administration and the members representing the local community who sought to contest the limitations imposed on them by the central administration's budgetary guidelines. These issues are discussed within the theoretical perspectives offered by O'Connor, Offe and Habermas.