Corporate image in the leisure services sector

Purpose – This paper seeks to empirically examine the relationship between corporate image and customer satisfaction in the leisure services sector. It also aims to examine the mediating impact of employees and servicescape on this relationship.
Design/methodology/approach – Data were collected from a sample of 195 individuals who had visited an Australian zoological garden over a specified time period. Confirmatory factor analysis was used to test the validity of the measures, whilst structural equation modelling and multiple regression were used in hypothesis testing.
Findings – Findings reveal that corporate image has a significant positive relationship with customer satisfaction. Although the results indicate that the relationship between corporate image and customer satisfaction is not mediated by either servicescape or employees, they imply that corporate image and employees directly influence customer satisfaction.
Research limitations/implications – A single-case study design was implemented, limiting the generalisability of the findings. This provides an opportunity for replication of the model in other leisure services environments and services contexts outside the leisure services industry.
Practical implications – The findings reinforce the need for leisure services operators to prioritise the development of a strong, clear corporate image. The extended analysis illustrates that the disaggregated dimensions of corporate image are valuable to consider in terms of directing managerial strategy. Employees and servicescape are key aspects of the service offer on which management needs to focus to ensure that their desired corporate image is communicated and reinforced.
Originality/value – This study addresses an identified need to further examine the relationship between corporate image and customer satisfaction. It also contributes to corporate branding research by broadening the conceptualisation of the corporate image construct. Moreover, this study contributes to the corporate image literature by examining the mediating factors of employees and servicescape.

Laguerre Runge-Kutta-Fehlberg method for simulating laser pulse propagation in biological tissue

An efficient algorithm for solving the transient radiative transfer equation for laser pulse propagation in biological tissue is presented. A Laguerre expansion is used to represent the time dependency of the incident short pulse. The Runge–Kutta– Fehlberg method is used to solve the intensity. The discrete ordinates method is used to discretize with respect to azimuthal and zenith angles. This method offers the advantages of representing the intensity with a high accuracy using only a few Laguerre polynomials, and straightforward extension to inhomogeneous media. Also, this formulation can be easily extended for solving the 2-D and 3-D transient radiative transfer equations.

Degrees of difficulty : an ecological account of learning in Australian higher education

In this article, the difficulties some Australian university students experience in academic learning environments are explored. Particular attention is given to the experiences of students whose difficulties are often portrayed as intrinsic to them, and who are diagnosed as having learning disabilities or 'disorders'. In so doing, dominant neuro-psychological perspectives on students' learning 'problems' are challenged, broadening the discussion to include sociocultural explanations of students' difficulties. Research that foregrounds these students' own accounts of their problems is reported, identifying a number of tests of time, association and dissimulation that they experience in coming to terms with the particular institutional requirements of university life. At the very least, these explanations draw attention to the need for university teaching scholars to also be learners, and to consider their own practices in the construction of learning difficulties for their students.

Under what conditions? Including students with learning disabilities within Australian classrooms

In Australian schools, "inclusion" is a term that is used to challenge a previously narrow focus on students with disabilities and their integration within and distribution amongst "mainstream" schools and classrooms. Nevertheless, this article argues that, as a concept, "inclusion" requires further broadening and deepening, particularly in arenas of practice, if it is to serve the interests of all students. Informed by notions of recognitive justice, the paper advocates rethinking inclusion to accommodate student differences in more socially just ways - emphasising students' contributions rather than their disabilities - and what this means for the organisation of classrooms and schools. Within the article, research data are focused primarily on students with learning disabilities and draw on twenty semi-structured interviews conducted with parents and teachers across six Australian state primary and secondary schools. Three sets of conditions are proposed as necessary for inclusive classroom and school processes: specifically, those that promote self-identity and respect, self expression and development and selfdetermination and decision-making.

Challenges in collaborative writing : addressing authorship attribution

Purpose – Increasing pressure to enhance research coupled with a desire for a broadening of
academic input, are prompting greater levels of collaboration. Research collaboration can generate
notable benefits but can also pose a variety of challenges. The purpose of this paper is to explore the
reasons, facilitators, benefits and challenges of academic collaboration. It also provides suggestions to
manage identifiable risks and enhance team dynamics.
Design/methodology/approach – This is a conceptual paper exploring prior literature in relation
to the contentious points of research collaboration, particularly in regard to authorship attribution.
Findings – The authors present two checklists that researchers can utilise to ensure the successful
completion of collaborative projects. The checklists incorporate the main factors required for effective
collaborative work and research, and form a foundation for discussion among team members.
Originality/value – The paper draws upon experiences, observations, academic literature and
protocols, and provides strategies and recommendations to enhance collaboration and authorship
attribution. The two checklists presented in the paper are value-adding for team members.

Measurement of forces due to structure in hydrocarbon liquids

Direct measurements of the force between two molecularly smooth mica sheets immersed in cyclohexane show not a monotonic van der Waals attraction, but an oscillatory function of distance, where the spacing between successive minima corresponds to the molecular diameter of cyclohexane. As surface separation increases the oscillations become less pronounced, and beyond 5 nm (typically seven or eight oscillations) they are no longer detected. These results accord with theoretical ideas on structural forces resulting from the inhomogeneous arrangement of molecules of the liquid near the solid surface. In n-octane the force law does not show the same pronounced oscillations, except at very small separations where repulsive barriers are found. These are attributed to the difficulty of removing the last layers of adsorbed molecules of the liquid from the mica surfaces, and they reduce the mice-mica adhesion significantly. Small amounts of water in the hydrocarbon liquids condense to form a bridge between the surfaces at small separations, causing a very strong adhesion between them. Some implications of these results for the stability of colloids in organic media are discussed.

How Differences of Opinion Influence Students’ Capacity to Think Geographically

Currently, the Australian Government is working towards the development and implementation of a national geography curriculum for Australian Schools. A common response to the question of what geography education is based upon is ‘maps’ (Sorenson, 2009). Geography teachers, curriculum designers and educational researchers alike face the battle of broadening the perception of geography education beyond this view (Sorenson, 2009; Maude, 2009; McInerney, Berg, Hutchinson, Maude & Sorenson, 2009). The Shape of the National Curriculum for Geography (Australian Curriculum and Reporting Authority 2011, p8) states that the new curriculum will “develop students’ broader ability to think critically about contemporary events”. This new direction demonstrates a focus in on students’ capacity to ‘think geographically’ (Jackson 2006). This study engages with this new curriculum direction and explores the influence of an approach to group learning pedagogy based around students’ differences of opinion on students’ capacity to think geographically. A sample of 43 Year 9 Geography students participated in a two week learning sequence investigating the impacts of large scale earthquakes.
This paper communicates the findings from a comparative case study analysis of two student group conversations of different group types. According to the results of this study, organising students into groups around their differences of opinion encourages students to engage in and sustain higher levels of geographical thinking.

Comparisons between two empirical yield criteria for rock masses

In general, rock masses are inhomogeneous, discontinuous media composed of rock material and naturally occurring discontinuities such as joints, fractures and bedding planes. Because of these features, the strength of rock masses is notoriously difficult to assess. Nonetheless, many criteria have been proposed for estimating rock mass strength. Based on the finite element upper and lower bound limit analysis methods, this study examined two empirical yield criteria for rock masses, the Hoek-Brown failure criterion (2002) and the Douglas criterion (2002). The comparisons showed that very different results may be obtained using the same input parameters. Therefore, it is interesting to discuss the source of these differences.

Embodied choreography and performance of gender

Norms of fitting embodied behaviour for males and females, as promoted in Australian public arenas of popular culture and the everyday, disempower and marginalise those not inclined to embody in gendernormative and heteronormative ways.

This thesis engages with concepts of embodiment as meaning the manner of physical deportment in which a physical practice is performed, and with concepts of gender as social constructions of femininity and masculinity. It investigates the demands and implications of dominant norms of gender embodiment for those whose embodied inclinations do not fit comfortably with such dichotomous models. It interrogates gender inequitable machinations of education and performance arts disciplines by which educators and arts practitioners train, teach, choreograph, and direct those with whom they work, and theorises ways of broadening personal and social notions of possible, aesthetic, and acceptable embodiment for all persons, regardless of biological sex or sexual orientation.

This research is grounded in two major qualitative methods of enquiry. First, through an autoethnographic lens, it focuses on the impacts that social constructions of masculinity have on me, both as a person in the everyday and as a performance arts practitioner/educator. Through writing, illustration, choreography, and performance, as well as interviews with 3 members of my family, I analyse the delicacy of the relationship between social control/surveillance and personal agency over my embodiment of gender. Second, through empirical ethnographic fieldwork with some 400 high school students and 160 educators and performance arts practitioners, I utilise a combination of performance, discussion, practical workshop, and avenues for anonymous response to explore the potential of the performance arts in challenging inequitable notions of gender embodiment.

My findings demonstrate that inherent ideologies in dominant discourses regarding the execution and display of feminine and masculine embodiment continue to work, overtly and covertly, as definitive and restrictive barriers to the realm of possibilities of embodied gender expression and appreciation in the everyday and in the performance arts. This thesis recommends drawing individuals’ attention to embodied gender inequities and enculturation processes, not ordinarily critiqued within mainstream society, as a key toward safeguarding the well-being of those whose embodied performance inclination is at odds with prescribed norms of behaviour. Performance arts arenas are powerful sites in which such deconstructive work can occur, both cognitively and practically. However, as this thesis explores and illustrates, performance arts practitioners/educators need to first scrutinise existing and hidden inequities regarding the embodiment of gender within their own habitus, perspectives, taste, and practices.

Application of power functions to chromatographic data for the enhancement of signal to noise ratios and separation resolution

Chromatographic detection responses are recorded digitally. A peak is represented ideally by a Guassian distribution. Raising a Guassian distribution to the power ‘n’ increases the height of the peak to that power, but decreases the standard deviation by √n. Hence there is an increasing disparity in detection responses as the signal moves from low level noise, with a corresponding decrease in peak width. This increases the S/N ratio and increases peak to peak resolution. The ramifications of these factors are that poor resolution in complex chromatographic data can be improved, and low signal responses embedded at near noise levels can be enhanced. The application of this data treatment process is potentially very useful in 2D-HPLC where sample dilution occurs between dimension, reducing signal response, and in the application of post-reaction detection methods, where band broadening is increased by virtue of reaction coils. In this work power functions applied to chromatographic data are discussed in the context of (a) complex separation problems, (b) 2D-HPLC separations, and (c) post-column reaction detectors.

Another sun, 2012

This work draws upon oral testimonies by Fijian soldiers who took part in the British nuclear tests at Malden and Christmas Island during the late 1950s. The photographic and video archives at the Imperial War Museum in London have been important sources for Bolatagici in understanding the Fijian experience of these events. Broadening her perspective to include Fijian and British accounts, and to compare and contrast the archival footage made by the Ministry of Defence with the recollections of the Fijian veterans.

In-situ studies of X-ray diffraction line profiles from strained copper foils

The development of an in-situ tensometer is described along with preliminary results of x-ray line profiles from copper foils under tensile stress. The tensometer was designed and constructed on the high resolution diffraction instrument, Station 2.3 at the synchrotron radiation source (SRS) Daresbury Laboratory, and is capable of collecting data in either symmetric or asymmetric geometry including transmission and reflection modes. Experiments were carried out using 18 J..Lm thick copper foil up to strain levels of 5 % using both symmetric reflection and symmetric transmission diffraction. All profiles displayed diffraction broadening and asymmetry which increased with strain. In addition, the asymmetry observed in symmetric transmission was associated with extended tails on the low angle side of the profiles, but in symmetric reflection data the opposite asymmetry was observed. In the analysis, the measured profiles were fitted using the software TOPAS, a fundamental parameters approach to profile fitting. The instrumental profile function was characterised and modelled using annealed LaB6 powder. The diffraction broadening was then determined by refining the convolution of a Voigt function, an asymmetric exponential function and a fixed instrument function to reproduce the observed broadened profiles. The integral breadth and asymmetry results display a strong order dependence and increase almost linearly with strain. The results were interpreted by assuming crystallite size broadening in combination with dislocation broadening arising from fcc a/2( 110) {Ill } dislocations.

The new higher education reality: what is an appropriate model to address the widening participation agenda?

Along with the massification of higher education comes a need for new models to support the success of greater numbers of diverse students. A greater proportion of these students are ‘non-traditional’ in terms of preparedness, socioeconomic status  and geography. This paper introduces an Associate Degree model designed to support this new higher education reality of broader student cohorts, thin regional markets and cross-sectoral collaboration. Background literature on challenges facing the higher education sector and its prospective students is presented, with a particular focus on regionality. An argument is made for the role of curriculum and pedagogy as enablers of non-traditional student success. This is supported by the results of a mixed-methods exploratory study. This Associate Degree model was attractive to students and institutes. Students experienced similar levels of challenge, workload and progress to their traditional peers. While technology was essential for the success of the model, it played a supporting role to the relationships and multiple modes of learning it facilitated. This article provides insights for institutions seeking to address the broadening participation agenda.