This study assesses student perceptions of the effectiveness of educational approaches and assessment techniques for an introductory retail merchandising course designed using the Biggs model (1999) of constructive alignment for curriculum development. Data were collected using an online survey that was developed to evaluate students’ attitudes toward educational approaches and assessment techniques and their perceived success in attainment of course objectives. Regression results showed those students’ attitudes toward assessment techniques and educational approaches were significant in predicting their perceived success in attaining course objectives.

The purpose of this study was to examine how medieval authorities legislated and enforced the wearing of the Jewish badge, a patch of fabric Jews were required to wear to visually identify themselves as distinct from, and less than, Christians. While most clothing communicates encoded or vague messages, in this case both wearers and observers understood the explicit message of the wearer's Judaism, as well as the coded connotations that Jews were inferior and deserving of stigmatisation. This study documented the Jewish badge, including the physical stigma symbol itself, the negative concepts the badges communicated, and the consequences of this communication. Additionally, comparisons were drawn between the discriminatory laws of medieval Europe and those of Nazi-occupied Europe. This study explored fashion as a form of non-verbal communication by examining the use of Jewish badges as a tool of oppression.

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