To study what stereotypes exist regarding psychologists by the general public and determine whether and how this affects hiring preferences, 114 undergraduate business and non-business students at a large southwestern university were asked to participate. The Gough Adjective Check List was administered to determine what stereotypes are held by persons regarding psychologists. A study of visual perception/stereotype and hiring preference as a function of attire was also conducted. Three dress styles were used as stimuli. It was hypothesized that the groups would differ in their stereotypes of psychologists both cognitively and visually. There were no significant differences between the groups as a function of college major. However, a main effect for dress style was found. Possible explanations of findings are discussed.

This study was conducted to investigate the importance of dress in the implementation of hiring, promotion, and termination practices among female retail executives in the Dallas/Fort Worth area. Appropriate interview and on-the-job dress for department and specialty store executives was studied. A questionnaire was used to obtain information from retail executives. Based on the data obtained, it was found that appropriate business dress was indeed important for female retail executives. Skirt suits or skirt and vest ensembles were considered most acceptable by the executives surveyed, both for interview and on-the-job situations.

This study investigated the clothing preferences of large-size women who shopped in selected large-size specialty stores in North Dallas. Questions were asked regarding the respondents' age, employment, income, dress size and degree of fashion-consciousness. Also investigated were preferences regarding apparel and shopping sources. A questionnaire was used to obtain the desired information. Based on the data obtained, it was found that large-size women have certain preferences concerning the clothing they purchase and the sources they shop.

Les mécanismes physiopathologiques des hypersensibilités (HS) médicamenteuses ne sont que partiellement connus. Un terrain génétique favorisant est connu de longue date, mais peu de facteurs de risques sont formellement identifiés. A l’aide d’une approche par gènes candidats, nous avons évalué l’association entre des polymorphismes des gènes NOD1 et 2 et l’HS aux bétalactamines ; l’association entre plusieurs polymorphismes cytokiniques et différentes HS médicamenteuses. Enfin, nous avons utilisé une approche pangénomique à la recherche de gènes candidats au cours d’une HS spécifique, le DRESS. Parmi 368 cas et autant de contrôles italiens ainsi que 387 cas et 326 contrôles espagnols, nous avons mis en évidence une association entre l’un des polymorphismes de NOD2 et un faible risque d’HS immédiate aux bétalactamines chez les patients italiens, tandis qu’un autre polymorphisme de NOD2 était associé à un risque augmenté d’HS immédiate aux bétalactamines chez les patients espagnols. Aucune association avec le polymorphisme de NOD1 n’était identifiée. Parmi 118 patients et 236 contrôles, nous avons identifiés l’association entre les polymorphismes de l’IL1 (IL1-RN-A2 et IL1-[bêta] -511) et de l’IL10 (-592A) avec le risque de DRESS. Enfin, parmi 18 DRESS, l’analyse de puces CNV pangénomique nous a permis d’identifier des variations comportant les gènes KLRC2 et CESP1.Au total, nous avons pu démontrer l’implication de gènes modulant l’inflammation, la réponse antivirale ou le métabolisme des médicaments dans différentes HS médicamenteuses. Une confirmation à l’étage fonctionnelle de ces résultats est nécessaire / The physiopathology of drug hypersensitivity (HS) are only partially known. A genetic background for such drug allergy is still demonstrated but only few genes are identified. Using a candidate gene approach, we tested the association of NOD1 and 2 genes with betalactam HS and the association of several cytokines genes with some drug HS. Using a whole genome approach, we tried to discover new candidate gene for DRESS. Among 368 italian cases and controls and 387 spanish cases and 326 controls, we identified one polymorphism of NOD2 gene associated with a protective effect for italians and another polymorphism associated with higher risk of druh HS for spanians. No association with NOD1 polymorphims was identified. Among 118 cases and 236 controls, we noticed that IL1 polymorphisms (IL1-RN-A2 and IL1-? -511) and IL10 polymorphism (-592A) were associated with DRESS.Ending, among 18 DRESS, a whole-genome array let us identify variations containing KLRC2 and CESP1 genes. These studies demonstrate the implication of several genes involved in inflammation, antivirus response or drug metabolism in different drug HS.Fonctionnal studies are needed to confirm these results

University of Macau / Faculty of Social Sciences. / Department of Communication

by Lun Ngai-mei, Amy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves [1-10] (4th gp.)). / Acknowledgment --- p.i / Abstract --- p.ii -iii / Table of Content --- p.iv -viii / List of Tables --- p.vii-viii / List of Figures --- p.viii / Chapter Chapter 1 --- Introduction --- p.1-4 / Chapter 1.1 --- Background of the Study --- p.4-6 / Chapter 1.2 --- Purpose of the Study --- p.7-9 / Chapter 1.3 --- Significance of the Study --- p.9-10 / Chapter 1.4 --- Definition of Terminology --- p.10 / Chapter 1.4.1 --- The Subject of 'Pattern Construction' --- p.11-13 / Chapter 1.4.2 --- CAD systems in the Clothing Industry --- p.13-16 / Chapter 1.4.3 --- The PAD System --- p.17-20 / Chapter Chapter 2 --- Literature Review --- p.21 / Chapter 2.1 --- Educational Innovation & Implementation Evaluation / Chapter 2.1.1 --- Educational Innovation --- p.21-22 / Chapter 2.1.2 --- Implementation --- p.22-27 / Chapter 2.1.3 --- Evaluation --- p.28 / Chapter 2.1.4 --- Conducting Evaluation for an Educational Innovation --- p.29 / Chapter 2.2 --- Evaluation of Instructional Materials --- p.30 / Chapter 2.2.1 --- Conception & Methods in Evaluation of Instructional Systems --- p.30-31 / Chapter 2.2.2 --- An Evaluation Model for Instructional System --- p.32-34 / Chapter 2.3 --- A Model for Computer Software Evaluation --- p.34-36 / Chapter 2.3.1 --- Description of the Model --- p.37-38 / Chapter 2.3.2 --- Methodology used in the Software Evaluation Model --- p.38-39 / Chapter 2.3.3 --- Discussions on the Reiser & Dick Evaluation Model --- p.39-40 / Chapter 2.4 --- Conditions to Evaluating the Implementation of Educational Innovations --- p.41 / Chapter 2.4.1 --- Initial Status of Learners --- p.41 / Chapter 2.4.2 --- Learner Performance after a period of instruction --- p.42 / Chapter 2.4.3 --- Execution of Treatment/Study of Program Implementation --- p.42-43 / Chapter 2.4.4 --- Costs --- p.43 / Chapter 2.4.5 --- Supplemental Information --- p.44 / Chapter 2.5 --- The 'System Approach' to Instructional Design --- p.44-45 / Chapter 2.5.1 --- Definition of Instructional System --- p.45 / Chapter 2.5.2 --- The derivation of an instructional system --- p.46-49 / Chapter 2.5.3 --- Selection of Delivery System --- p.50-52 / Chapter 2.5.4 --- Individualized instruction as a delivery system --- p.53-55 / Chapter 2.6 --- Applications of Computer Technology as Learning Media in a Curriculum / Chapter 2.6.1 --- Computer applications in the Curriculum --- p.55-57 / Chapter 2.6.2 --- Integration of Computers into the Curriculum --- p.57-59 / Chapter 2.6.3 --- Computer Software for Curriculum --- p.59-60 / Chapter 2.6.4 --- Effectiveness of Computer-Based Instruction --- p.60-61 / Chapter 2.7 --- The Four Modes of Experiential Learning --- p.62-63 / Chapter 2.7.1 --- Individual Learning Styles --- p.63-64 / Chapter 2.7.2 --- Relationship between Learning Styles & the Knowledge Structure of Academic Fields --- p.65-66 / Chapter 2.8 --- Summary --- p.66-67 / Chapter Chapter 3 --- Research Methodology --- p.68 / Chapter 3.1 --- Research Design & Procedures --- p.68-73 / Chapter 3.2 --- Research Hypotheses --- p.73 / Chapter 3.2.1 --- Major Hypotheses --- p.73-74 / Chapter 3.2.2 --- Other Hypotheses --- p.74 / Chapter 3.3 --- Research Conditions & Sampling --- p.75 / Chapter 3.3.1 --- Initial Status of Learners/Students --- p.75-76 / Chapter 3.3.2 --- Learning Resources/Conditions --- p.76-77 / Chapter 3.3.3 --- Computer Access Time --- p.77 / Chapter 3.3.4 --- Technical Support --- p.77 / Chapter 3.4 --- Research Variables --- p.78 / Chapter 3.4.1 --- Independent Variables --- p.78-80 / Chapter 3.4.2 --- Dependent Variables --- p.80 / Chapter 3.5 --- Research Instruments --- p.80-82 / Chapter 3.6 --- Statistical Analyses --- p.83-85 / Chapter Chapter 4 --- Results & Discussion --- p.86 / Chapter 4.1 --- Results --- p.86 / Chapter 4.1.1 --- Reliabilities of Research Instruments --- p.86-88 / Chapter 4.1.2 --- Factor Analyses of Pretest & Posttest Questionnaires --- p.88-89 / Chapter 4.1.3 --- Pair t-tests of Achievement Scores before & after treatment --- p.90 / Chapter 4.1.4 --- Analyses of Covariance/Variance on Achievement by Independent Variables --- p.91-94 / Chapter 4.1.5 --- Analyses of Variance on Posttest score by Independent Variables --- p.94 / Chapter 4.1.6 --- Interaction Effects --- p.95 / Chapter 4.2 --- Discussion --- p.96 / Chapter 4.2.1 --- Reliabilities of Research Instruments --- p.96-102 / Chapter 4.2.2 --- The Major Hypotheses --- p.102-103 / Chapter 4.2.3 --- Factors affecting Outcomes of Innovation --- p.104-108 / Chapter 4.2.4 --- Follow-up on the Evaluation Study --- p.108 / Chapter Chapter 5 --- "Conclusion, Limitations & Recommendations" --- p.109 / Chapter 5.1 --- conclusion on the Evaluation Study --- p.110-117 / Chapter 5.2 --- Limitations of the Study --- p.117-120 / Chapter 5.3 --- Suggestions for Further Research --- p.120-123 / Bibliography --- p.Bi-Bx / Appendices / App. I Statistical Results from the Pilot Study / App. II A List of CAD Suppliers / App. III Self-instructional Unit / App. IV Individualized Instructional Course - Blue-print / App. V Kolb's Learning Style Inventory / App. VI Pretest Questionnaire / App. VIIa Computer Interaction Observation Checklist - for individual student / App. VIIb Computer Interaction Observation Checklist - for small group / App. VIII Posttest Questionnaire / Tables / Table 2.1 Alternative perspectives on the Implementation Process --- p.26 / Table 4.1 Reliability Table of Kolb's Learning Style Inventory --- p.86 / Table 4.2 Reliability Table of Pretest Questionnaire --- p.87 / Table 4.3 Reliability Table of Posttest Questionnaire --- p.88 / Table 4.4 Pair t-test on Achievement Scores before & after treatment --- p.90 / Table 4.5 Analysis of Covariance on Achievement after treatment among different groups of subjects categorized by their Demographic Data --- p.91 / Table 4.6 Analysis of Covariance on Achievement after treatment among different groups of subjects categorized by their Entry Characteristics --- p.92 / Table 4.7 Analysis of Variance on Achievement after treatmentamong different groups of subjects categorized by Learning Conditions --- p.93 / Table 4.8 Analysis of Variance on Posttest scores among different groups of subjects categorized by Learners' Response after treatment --- p.94 / Table 4.9 Interaction Effects between ability levels & modes of study --- p.95 / Table 4.10 Distribution of Learners within the Four Dimensions of Kolb's Experiential Learning Figures --- p.99 / Fig. 1.1 Pattern cutting examples of a men's jacket using a CAD system --- p.12 / Fig. 1.2 Diagram showing graded patterns with grade points & sizes --- p.12 / Fig. 1.3 A Production lay-plan shown on a computer screen --- p.13 / Fig. 1.4 A sleeve pattern being digitized --- p.13 / Fig. 1.5 A Designer's Perspective of Clothing/Textile computer programs --- p.16 / Fig. 2.1 curriculum Dimensions & their Relationships in the Implementaion Process --- p.24 / Fig. 2.2 An Evaluation Model for instructional design --- p.33 / Fig. 2.3 An Evaluation Model for computer software --- p.36 / Fig. 2.4 A Flowchart showing the stages of instructional design --- p.49 / Fig. 2.5 A multi-dimensional map outlining the four dimensions of computer technologieis & their attributes --- p.56 / Fig. 2.6 Modes of learning in the experiential learning cycle --- p.62 / Fig. 2.7 Relationship between learning styles & modes of learning --- p.64 / "Fig, 2.8 A typology of academic disciplines" --- p.66 / Fig. 3.1 A modified Evaluation Model for evaluating Multi-media Approach of Instructional System & CAD software --- p.70 / Fig. 4.1 Graph showing Interaction Effects between Ability Levels & Mode of Study --- p.95 / Fig. 4.2 Similarities among Academic Specialities at the University of Illinois --- p.100

by Leung Wing Yiu, Raymond, Wong Shung Yan. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 82-84). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / ACKNOWLEDGEMENTS --- p.vi / Chapter / Chapter 1. --- INTRODUCTION --- p.1 / Purpose / Definition of Direct Marketing / Direct Marketing Businesses in South East Asia / Singapore / Thailand / Malaysia / Taiwan / Direct Marketing Businesses in Hong Kong / Opportunities and Difficulties of Direct Marketing in Hong Kong / Consumer Attitude Towards Direct Marketing in Hong Kong / Chapter 2 --- METHODOLOGY --- p.15 / Literature Review / Interview with Local Direct Marketing Media and Practitioners / Focus Group Interview / Identification of Opportunities and Difficulties / Feasibility Study / Chapter 3 --- INTERVIEW WITH PRACTITIONERS IN HONG KONG --- p.19 / Interview with Mr. David Kwong of Bank of China Credit Cards / Introduction / Products Offered Through Direct Marketing / Criteria for Good Selling Products / Customer Information Maintenance / Interview with Ms Panky Poon of Chase Credit Card / Products Offered Through Direct Marketing / Criteria for Good Selling Products / Customer Relationship Maintenance / Interview with Mr. Peter Stening of Ball Partnership / Companies Served by Ball in Direct Marketing / Benefits and Difficulties of Using Direct Marketing / Outlook of Direct Marketing / Interview with Mr. Alan Ng of Ogilvy & Mather Direct / Products Offered Through Direct Marketing / Benefits and Difficulties of Using Direct Marketing / Outlook of Direct Marketing / Chapter 4 --- FOCUS GROUP INTERVIEWS --- p.26 / The Questionnaire / The Interview Discussion / Demographics / The Questionnaire Result / The Interview Result / General Attitude / Accessory Products / Direct Marketing of Accessory Products / Direct Marketing of Ties / Chapter 5 --- OPPORTUNITIES AND DIFFICULTIES --- p.41 / Consumer Attitudes / Value of Product / Convenience / Confidence in Marketer and Product / Product Attributes / Product Uniqueness / Product Price / Non-necessities / Added Value / Marketing Attributes / The Customer Database / A Reputable Marketer with Good Quality Product / Pre-examination of Product Before Purchase / Difficulties / Chapter 6 --- MEN'S ACCESSORIES --- p.48 / The Market / The Product / The Supplier / Chapter 7 --- FEASIBILITY STUDY --- p.52 / Factors affecting Direct Marketing of Men's Accessories / Suggested Approach to Direct Marketing / Product / Price / Mode of Distribution / Promotion / Customers Maintenance / Financial Analysis / Marketing Cost / Required Revenue / Shortcomings / Chapter 8 --- CONCLUSION --- p.63 / Direct Marketing in General / Direct Marketing of Men's Accessories / Limitations of the Study / Viewpoints on Direct Marketing of Men's Accessories / Recommendations for Further Studies / APPENDIX / Chapter 1 --- QUESTIONNAIRE --- p.70 / Chapter 2 --- OUTLINE OF FOCUS GROUP DISCUSSION --- p.73 / Chapter 3 --- THE BERTINI PRODUCT CATALOGUES --- p.75 / BIBLIOGRAPHY --- p.82

According to Blackwell, Miniard, and Engel (2001), "[c]ulture has a profound effect on why and how people buy and consume products and services" (p. 320). In the present study, Hofstede's classifications of national culture are used as a framework to examine the relationships among long-term orientation national culture (Taiwan and United States), type of clothing (formal and casual clothing), and gender (female and male) on consumers' clothing values (aesthetic, economic, political, religious, social, and theoretic clothing values). The data collection method was a direct handout questionnaire in classes at Oregon State University in the United States and at National Pingtung University of Science and Technology in Taiwan. A seven-point scale was used to measure the mean scores of six clothing values. The questionnaire also measured the validity of Hofstede's framework and the respondent's demographic characteristics. The questionnaire was first developed in English, translated into Chinese, and then translated back into English. Overall, 487 of the questionnaires from the United States and 903 from Taiwan (the total number was 1390) were eligible for analysis in this study. Data from the questionnaires were analyzed using a multivariate analysis of variance and paired-sample analysis t-test. The results revealed that six consumers' clothing values were affected by national culture and the type of clothing and partially influenced by gender. As hypothesized, the mean scores of consumers' economic and religious clothing values were significantly higher in high long-term orientation (Taiwan) than in low long-term orientation (United States), whereas the mean scores of aesthetic clothing value was significantly lower in high long-term orientation (Taiwan) than in low long-term orientation (United States). Significant differences were found for gender on consumers' aesthetic, political, social, and theoretic clothing values. As hypothesized, female consumers scored significantly higher on aesthetic and social clothing values than did male consumers. Based on the results from this study, the similarities and differences among consumers' clothing values in different national cultures, between genders, and type of clothing can be important basic information for international marketers when planning and implementing marketing plans across countries. / Graduation date: 2004

The sinking of the RMS Titanic has achieved a difficult feat ��� it has remained culturally relevant. The dedication of the general public to understanding Titanic is evident in many avenues of popular and consumer culture. For those individuals who did not get enough of the 1997 Titanic movie, there are numerous Titanic museums and attractions to visit. What interests me as a scholar of historic dress is that the 1997 film is often used as a lens through which the historical events are interpreted and understood. More specifically the character of Rose (from the 1997 Titanic movie) has been translated from a film character to a living history character. Rose has become an integral part of the marketing and exhibiting techniques at some Titanic museum attractions. The purpose of this research was to conduct an introductory exploration of the role of film costume iconography in learning about a historical event and the development of a personal connection with an iconic character in the context of that event. Four permanent Titanic museum attractions were selected as sites of study: museum attractions in Branson, Missouri; Pigeon Forge, Tennessee; Orlando, Florida; and Las Vegas, Nevada. A total of 32 participants were included. Both museum attraction visitors and staff participated in this study; twenty-nine participants were classified as visitors and three participants were classified as staff. Phenomenological and inductive approaches were undertaken. Qualitative (personal phenomenology, phenomenological interviews, and brief participant observation) data collection techniques were employed. Both descriptive and experiential phenomenological and narrative approaches were combined to analyze the resulting data. I utilized a descriptive phenomenological method outlined by Giorgi and Giorgi (2003), and I made modifications to the procedure to fit the unique needs of my data. Data collection occurred in two phases at each location. In phase one, I participated in personal phenomenology during a visit to each museum attraction. In phase two, I collected data with participants. Data collection with visitor participants occurred in three stages: (1) pre-museum attraction visit interview, (2) the participant visited a Titanic museum attraction, and (3) post-museum attraction visit interview. I collected data with each staff participant during one interview. The findings of this study revealed that there are many perspectives from which to tell the story of Titanic and help museum attraction visitors learn the history of the ill-fated ship. I found that Rose did not factor into the decision of the participants to visit a Titanic museum attraction. If a participant learned from or about Rose, she did not factor into the learning or personal meaning-making process until he or she was inside the museum attraction. It was more common for participants to relate to the historical events of Titanic through the movie as a whole, as opposed to the specific character of Rose. The scenario of including a Rose living history interpreter as part of the lived experience of a museum visit elicited a wide range of reactions from participants. It was more common for participants to oppose the presence of a Rose living history interpreter than favor her presence. Several participants reported instances when they drew a spontaneous connection to the movie or were reminded of the movie in their own mind. Several participants used the movie as a foundation to build further historical understanding about Titanic. Some participants used the movie as a source of comparison to explore or confirm the accuracy of the movie. The primary difference in the museum attraction experience for visitors who had not seen the movie was that they encountered difficulty in relating and paying attention to any content or reference to the movie. A general phenomenological structure was formed from the data. As part of this study, I sought to further expand the body of literature that applies visual rhetorical theory and semiotic theory to dress and costume. A discussion of the resulting theoretical implications is included. An outcome of the phenomenological data collection and analysis was a list of recommendations for future practice specifically related to the display of dress and costume in both Titanic museum attractions and museums in general. I conclude with recommendations for future research and a reflective summary. / Graduation date: 2013

A GIRL, forced to marry her father after he sees her playing in his dead wife’s wedding gown, runs away wearing five dresses. Four dresses are of silk and they are beautiful. The last dress is of wood. It is in this dress that the girl escapes, throwing herself into the river to float away. A prince saves the girl but treats her badly, for she wears an ugly wood frock. Her suffering is eased at night when the girl takes off the wood dress and dances in her silk ones. The prince discovers the girl in the silk dresses and falls in love. They live happily ever after. This thesis is based on a fairy tale in which a girl’s life is changed by what she wears. In Fair Maiden Wood clothing is a means to identity. Costume is what identifies this girl as her father’s new bride, and it reveals to the shallow prince who his true love is. It is through clothing that we identify the fairy tale. But more significantly, it is through clothing that the girl experiences the outside world. The girl lives through her wood frock – it is the vessel by which she escapes the threat of incest, it is the prison that disguises her beauty from the prince; it is her armor, her cage, her temporary home. The wood frock becomes the girl’s first architecture, protecting and sheltering the girl in the most intimate manner, controlling her most immediate environment. But its role is not limited to enclosure; the wood dress also changes the girl’s experience of her surroundings, extending her bodily influence while also constraining it. The wood dress dictates how the girl moves, how much space she needs, how others see her, and how they treat her. It is an environment, elusively defined by the dialogue between her moving body and the surface of the wood shell surrounding her, which changes the girl’s quality of existence. In this in-between silhouette is a most potent, and poetic, form of architecture. In my thesis I continue the story of the girl in the wood frock through the design of three of her five gowns. The gowns reference the work of designers such as Cristobal Balenciaga or Issey Miyake whose clothes, by virtue of their construction and materiality, affect wearer and observer in startling and profound fashion. Their garments show a symbiotic relationship between body and shell, where the shell is not simply a passive enclosure but a responsive and independent extension of the body. My dresses are made with this symbiosis in mind, and I use their (painstaking) construction in order to propose that in clothing is the potential to create spatial environments that change fundamental perceptions by filtering and extending the wearer’s experience of the world and her effect on it. These dresses and the spaces they create are unique. They are not costumes of the everyday, used to suppress sensation in order to function; instead they are of the special day, when the girl seeks to be stimulated, enlightened, and also saved. They are dresses of heightened awareness, integrating both sense and action within their shifting boundaries, shaping a dynamic, albeit fleeting, architecture.