title: Building brands

authors: Ataman, M. Berk

subjects: diffusion

abstract: Which marketing strategies are most effective for introducing new brands? This paper sheds light on this question by ascribing growth performance to firms' postlaunch marketing choices. We decompose the success of a new brand into its ultimate market potential and the rate at which it achieves this potential. To achieve this aim we formulate a Bayesian dynamic linear model (DLM) of repeat purchase diffusion wherein growth and market potential are directly linked to the new brand's long-term advertising, promotion, distribution, and product strategy. We perform the analysis on 225 new-brand introductions across 22 repeat-purchase product categories over five years to develop generalized findings about the correlates of new-brand success. We find that access to distribution breadth plays the greatest role in the success of a new brand, and that investments in distribution and product innovation lead to greater marginal increases in sales for new brands than either discounting, feature/display, or advertising. Moreover, distribution interacts with other strategies to enhance their effectiveness. These findings underscore the utility of extending marketing mix models of new-brand performance to include product and distribution decisions.

text: Building brands Which marketing strategies are most effective for introducing new brands? This paper sheds light on this question by ascribing growth performance to firms' postlaunch marketing choices. We decompose the success of a new brand into its ultimate market potential and the rate at which it achieves this potential. To achieve this aim we formulate a Bayesian dynamic linear model (DLM) of repeat purchase diffusion wherein growth and market potential are directly linked to the new brand's long-term advertising, promotion, distribution, and product strategy. We perform the analysis on 225 new-brand introductions across 22 repeat-purchase product categories over five years to develop generalized findings about the correlates of new-brand success. We find that access to distribution breadth plays the greatest role in the success of a new brand, and that investments in distribution and product innovation lead to greater marginal increases in sales for new brands than either discounting, feature/display, or advertising. Moreover, distribution interacts with other strategies to enhance their effectiveness. These findings underscore the utility of extending marketing mix models of new-brand performance to include product and distribution decisions.

year: 2008

title: Teachers’ and students’ attitudes and practices regarding code switching in writing: A study in selected primary schools in St. Lucia.

authors: Auguste-Walter, Berthina

subjects: code switching

abstract: This study was conducted in three primary schools in St. Lucia, a multilingual country situated in the Caribbean. The goal of this research was to investigate teachers’ and students’ attitudes and practices regarding the use of code switching in the academic writing of Grade 5 primary school students. For the purpose of this study code switching is defined as a phenomenon in which speakers [writers] switch back and forth between two separate languages and/or dialects (Schecter & Bayley, 1997). Code switching for bilinguals is “a way of saying that they belong to both worlds, and should not be forced to give up one for the other” (Zentella, 1997, p. 114). There are four major aims in this study. First the study aims to document the nature of code switching in students’ written texts. Second, the study focuses on examining both teacher and student views of Kwéyòl influenced code switching in students’ writing. The third aim is to identify whether acceptance of code switching in students’ written texts can be used positively to support their writing. The final aim is to evaluate the impact of teachers’ feedback on students’ written texts. A mixed-method approach was used to gather data for this research. The teachers’ interview was conducted with three Grade 5 teachers from three different primary schools. Questionnaires were also distributed to the other teachers on staff of each of the three Primary schools involved in this study. Selected students of the Grade 5 classes were part of the focus group interview. The students’ written scripts were also analysed and used during the focus group discussion, where students were able to provide reasons for certain statements in their text which reflected code switching. A thematic approach was used for the data analysis and this provided in depth knowledge of how teachers and students felt about code switching in their writing. A major finding was the teachers’ contradictory responses in terms of their attitudes and practice related to code switching. Some teachers commented that the use of the L1 would have a negative impact on the acquisition of Standard English. The importance of students learning the ‘proper’ structures of Standard English was highlighted as a major factor in assisting students in becoming communicatively competent. Although some teachers held a negative view of code switching practices in students’ writing, others were indeed pleased that some students were able to use their L1 to express their intended meaning. Moreover, the study found important differences in the attitudes between the individual teachers in the three different schools The responses from the teachers also indicated that code switching would be more effective in some genres of writing. This suggests that there is some kind of acceptance of code switching in students’ writing. The majority of the teachers agreed that code switching could be used positively to teach Standard English. However, teachers felt that they needed further information on the phenomenon in order to make informed decisions and assist students more effectively in their writing. There were other responses suggesting that there are positive attitudes towards code switching. What was of great interest was that some of the students’ attitudes mirrored those of their teachers, suggesting that teacher attitudes, beliefs and perhaps school ethos play a major role in changing the attitudes of the most important stakeholders, the children. The research highlighted the effective role that teachers’ attitudes and metalinguistic awareness, or lack of it, play in the language learning classroom, particularly in a multilingual society. Teachers need to be aware of the importance of metalinguistic awareness and should aim at exploring ways to promote language learning among students. This study also makes an important contribution to understanding how attitudes and practices in bilingual contexts and the use of language varieties in second language development are related. In conclusion, the study highlights the urgent need for all stakeholders to work collaboratively to finalise a draft literacy policy and plan document that might support bilingual and/or multilingual development of all students in the linguistically and culturally diverse classrooms.

text: Teachers’ and students’ attitudes and practices regarding code switching in writing: A study in selected primary schools in St. Lucia. This study was conducted in three primary schools in St. Lucia, a multilingual country situated in the Caribbean. The goal of this research was to investigate teachers’ and students’ attitudes and practices regarding the use of code switching in the academic writing of Grade 5 primary school students. For the purpose of this study code switching is defined as a phenomenon in which speakers [writers] switch back and forth between two separate languages and/or dialects (Schecter & Bayley, 1997). Code switching for bilinguals is “a way of saying that they belong to both worlds, and should not be forced to give up one for the other” (Zentella, 1997, p. 114). There are four major aims in this study. First the study aims to document the nature of code switching in students’ written texts. Second, the study focuses on examining both teacher and student views of Kwéyòl influenced code switching in students’ writing. The third aim is to identify whether acceptance of code switching in students’ written texts can be used positively to support their writing. The final aim is to evaluate the impact of teachers’ feedback on students’ written texts. A mixed-method approach was used to gather data for this research. The teachers’ interview was conducted with three Grade 5 teachers from three different primary schools. Questionnaires were also distributed to the other teachers on staff of each of the three Primary schools involved in this study. Selected students of the Grade 5 classes were part of the focus group interview. The students’ written scripts were also analysed and used during the focus group discussion, where students were able to provide reasons for certain statements in their text which reflected code switching. A thematic approach was used for the data analysis and this provided in depth knowledge of how teachers and students felt about code switching in their writing. A major finding was the teachers’ contradictory responses in terms of their attitudes and practice related to code switching. Some teachers commented that the use of the L1 would have a negative impact on the acquisition of Standard English. The importance of students learning the ‘proper’ structures of Standard English was highlighted as a major factor in assisting students in becoming communicatively competent. Although some teachers held a negative view of code switching practices in students’ writing, others were indeed pleased that some students were able to use their L1 to express their intended meaning. Moreover, the study found important differences in the attitudes between the individual teachers in the three different schools The responses from the teachers also indicated that code switching would be more effective in some genres of writing. This suggests that there is some kind of acceptance of code switching in students’ writing. The majority of the teachers agreed that code switching could be used positively to teach Standard English. However, teachers felt that they needed further information on the phenomenon in order to make informed decisions and assist students more effectively in their writing. There were other responses suggesting that there are positive attitudes towards code switching. What was of great interest was that some of the students’ attitudes mirrored those of their teachers, suggesting that teacher attitudes, beliefs and perhaps school ethos play a major role in changing the attitudes of the most important stakeholders, the children. The research highlighted the effective role that teachers’ attitudes and metalinguistic awareness, or lack of it, play in the language learning classroom, particularly in a multilingual society. Teachers need to be aware of the importance of metalinguistic awareness and should aim at exploring ways to promote language learning among students. This study also makes an important contribution to understanding how attitudes and practices in bilingual contexts and the use of language varieties in second language development are related. In conclusion, the study highlights the urgent need for all stakeholders to work collaboratively to finalise a draft literacy policy and plan document that might support bilingual and/or multilingual development of all students in the linguistically and culturally diverse classrooms.

year: 2011

title: Indigenous perspectives and gene editing in Aotearoa New Zealand

authors: Hudson, Maui

subjects: Science & Technology

abstract: Gene editing is arguably the most significant recent addition to the modern biotechnology toolbox, bringing both profoundly challenging and enabling opportunities. From a technical point of view the specificity and relative simplicity of these new tools has broadened the potential applications. However, from an ethical point of view it has re-ignited the debates generated by earlier forms of genetic modification. In New Zealand gene editing is currently considered genetic modification and is subject to approval processes under the Environmental Protection Authority (EPA). This process requires decision makers to take into account Māori perspectives. This article outlines previously articulated Māori perspectives on genetic modification and considers the continuing influence of those cultural and ethical arguments within the new context of gene editing. It also explores the range of ways cultural values might be used to analyse the risks and benefits of gene editing in the Aotearoa New Zealand context. Methods used to obtain these perspectives consisted of (a) review of relevant literature regarding lessons learned from the responses of Maori to genetic modification, (b) interviews of selected ‘key Maori informants’ and (c) surveys of self-selected individuals from groups with interests in either genetics or environmental management. The outcomes of this pilot study identified that while Māori informants were not categorically opposed to new and emerging gene editing technologies a priori, they suggest a dynamic approach to regulation is required where specific uses or types of uses are approved on a case by case basis. This study demonstrates how the cultural cues that Māori referenced in the genetic modification debate continue to be relevant in the context of gene editing but that further work is required to characterize the strength of various positions across the broader community.

text: Indigenous perspectives and gene editing in Aotearoa New Zealand Gene editing is arguably the most significant recent addition to the modern biotechnology toolbox, bringing both profoundly challenging and enabling opportunities. From a technical point of view the specificity and relative simplicity of these new tools has broadened the potential applications. However, from an ethical point of view it has re-ignited the debates generated by earlier forms of genetic modification. In New Zealand gene editing is currently considered genetic modification and is subject to approval processes under the Environmental Protection Authority (EPA). This process requires decision makers to take into account Māori perspectives. This article outlines previously articulated Māori perspectives on genetic modification and considers the continuing influence of those cultural and ethical arguments within the new context of gene editing. It also explores the range of ways cultural values might be used to analyse the risks and benefits of gene editing in the Aotearoa New Zealand context. Methods used to obtain these perspectives consisted of (a) review of relevant literature regarding lessons learned from the responses of Maori to genetic modification, (b) interviews of selected ‘key Maori informants’ and (c) surveys of self-selected individuals from groups with interests in either genetics or environmental management. The outcomes of this pilot study identified that while Māori informants were not categorically opposed to new and emerging gene editing technologies a priori, they suggest a dynamic approach to regulation is required where specific uses or types of uses are approved on a case by case basis. This study demonstrates how the cultural cues that Māori referenced in the genetic modification debate continue to be relevant in the context of gene editing but that further work is required to characterize the strength of various positions across the broader community.

year: 2019