title: Heritage/cultural attraction atmospherics: Creating the right environment for the heritage/cultural visitor

authors: Bonn, Mark A.

subjects: heritage/cultural tourism

abstract: The popular press is replete with articles discussing the various remodeling efforts afoot in many of the prominent heritage attractions worldwide. Undoubtedly, museum curators have acknowledged the tremendous role external surroundings can play in the overall experience of the heritage visitor. This study investigates the effect of some basic environmental elements on visitors to heritage sites, illustrating that the heritage attraction’s physical environment plays an important role in determining both visitors’ attitude toward the heritage attraction and future repatronage intentions, as well as their willingness to recommend the experience to friends and relatives. The study findings indicate that environmental cues can be used as a differential tool to perpetuate brand meaning and uniqueness in the minds of the consumer, thereby creating a competitive advantage for the heritage attraction.

text: Heritage/cultural attraction atmospherics: Creating the right environment for the heritage/cultural visitor The popular press is replete with articles discussing the various remodeling efforts afoot in many of the prominent heritage attractions worldwide. Undoubtedly, museum curators have acknowledged the tremendous role external surroundings can play in the overall experience of the heritage visitor. This study investigates the effect of some basic environmental elements on visitors to heritage sites, illustrating that the heritage attraction’s physical environment plays an important role in determining both visitors’ attitude toward the heritage attraction and future repatronage intentions, as well as their willingness to recommend the experience to friends and relatives. The study findings indicate that environmental cues can be used as a differential tool to perpetuate brand meaning and uniqueness in the minds of the consumer, thereby creating a competitive advantage for the heritage attraction.

year: 2007

title: The impact of Chinese culture in online learning: Chinese tertiary students’ perceptions

authors: Cong, Yan

subjects: online learning

abstract: This thesis looks at Chinese students' understanding of online learning, investigates how culture impact on students online learning attitude, behaviour, and achievement, and seeks their recommendations for eLeaming and eTeaching guidelines and/or professional development. This study used a qualitative framework and took place over a year period. The research involved the methods of email surveys and interviews.
The literature identifies many factors including the online learning and teaching pedagogy, aspects of Chinese culture, the implications for online Chinese students' learning, and Chinese students learning in another country. This review helps to identity some research findings of this research.
This finding of this research identified participants' experience and their perceptions of learning online, explored their beliefs about Chinese cultural impact on their online learning, and sought their recommendations to eTeachers and other Chinese students about eTeaching and eLearning.
In the light of literature, this research found that participants had different opinions about the impact of Chinese culture on their online learning. Participants had seen both positive and negative impacts on their online learning. The acknowledgment of individuals' differences and willingness of adapting to a new culture was viewed as a reason why some participants thought the cultural impact varied with individuals and could not be generalized. The invisibility of culture was also explained why some participants disagreed with the cultural impact. Participants' perceptions on the impact of Chinese culture on their online learning would help eTeachers to understand the learning difficulties for Chinese students to study online, and in what ways the Chinese culture influences on their online learning.
The recommendations participants made to eTeachers were related to the effective eTeaching pedagogy such as to give timely feedback and more encouragements to students, to cater for students' different needs and interests by selecting some course contents or examples relevant to Chinese students' backgrounds. Participants suggested eTeachers to arrange the group meeting beside the course study, and to give more introductions about what online learning was before the online course started. Based on the consideration of the English language difficulties for Chinese students and some negative impacts from Chinese culture, participants made recommendations to other Chinese students such as to be willing to share ideas, to speak out their thoughts and to be active in asking for assistance, and to find more information before they chose online learning. Participants' those recommendations could help eTeachers to make some changes of eTeaching pedagogy and learn about Chinese students' culture in order to cater for Chinese students' interests and needs. Therefore, these recommendations could be helpful for eLearning and eTeaching guidelines and/or professional development on supporting Chinese students learning online both in New Zealand and China.
This study raised some concerns about possible future research such as how to maximise librarian's assistance in online course, and in what ways both Chinese students' written and spoken English language could be improved through learning online.

text: The impact of Chinese culture in online learning: Chinese tertiary students’ perceptions This thesis looks at Chinese students' understanding of online learning, investigates how culture impact on students online learning attitude, behaviour, and achievement, and seeks their recommendations for eLeaming and eTeaching guidelines and/or professional development. This study used a qualitative framework and took place over a year period. The research involved the methods of email surveys and interviews.
The literature identifies many factors including the online learning and teaching pedagogy, aspects of Chinese culture, the implications for online Chinese students' learning, and Chinese students learning in another country. This review helps to identity some research findings of this research.
This finding of this research identified participants' experience and their perceptions of learning online, explored their beliefs about Chinese cultural impact on their online learning, and sought their recommendations to eTeachers and other Chinese students about eTeaching and eLearning.
In the light of literature, this research found that participants had different opinions about the impact of Chinese culture on their online learning. Participants had seen both positive and negative impacts on their online learning. The acknowledgment of individuals' differences and willingness of adapting to a new culture was viewed as a reason why some participants thought the cultural impact varied with individuals and could not be generalized. The invisibility of culture was also explained why some participants disagreed with the cultural impact. Participants' perceptions on the impact of Chinese culture on their online learning would help eTeachers to understand the learning difficulties for Chinese students to study online, and in what ways the Chinese culture influences on their online learning.
The recommendations participants made to eTeachers were related to the effective eTeaching pedagogy such as to give timely feedback and more encouragements to students, to cater for students' different needs and interests by selecting some course contents or examples relevant to Chinese students' backgrounds. Participants suggested eTeachers to arrange the group meeting beside the course study, and to give more introductions about what online learning was before the online course started. Based on the consideration of the English language difficulties for Chinese students and some negative impacts from Chinese culture, participants made recommendations to other Chinese students such as to be willing to share ideas, to speak out their thoughts and to be active in asking for assistance, and to find more information before they chose online learning. Participants' those recommendations could help eTeachers to make some changes of eTeaching pedagogy and learn about Chinese students' culture in order to cater for Chinese students' interests and needs. Therefore, these recommendations could be helpful for eLearning and eTeaching guidelines and/or professional development on supporting Chinese students learning online both in New Zealand and China.
This study raised some concerns about possible future research such as how to maximise librarian's assistance in online course, and in what ways both Chinese students' written and spoken English language could be improved through learning online.

year: 2008

title: Māori medical student and physician exposure to racism, discrimination, harassment, and bullying

authors: Cormack, Donna

abstract: IMPORTANCE: Discrimination, bullying, and harassment in medicine have been reported internationally, but exposures for Indigenous medical students and physicians, and for racism
specifically, remain less examined.
OBJECTIVE: To examine the prevalence of racism, discrimination, bullying, and harassment for Māori medical students and physicians in New Zealand and associations with demographic and clinical
characteristics.
DESIGN, SETTING, AND PARTICIPANTS: This cross-sectional study used data from an anonymous national survey of Māori medical students and physicians in New Zealand in late 2021 and early 2022.
Data were analyzed from March 2022 to April 2024.
EXPOSURES: Age, gender, marginalized status (ie, in addition to being Māori, belonging to other groups traditionally marginalized or underrepresented in medicine), year of medical school, year of
graduation, and main work role.
MAIN OUTCOMES AND MEASURES: Direct and witnessed racism, discrimination, bullying, and harassment were measured as any experience in the last year and ever. Any exposure to negative
comments about social groups and witnessing discriminatory treatment toward Māori patients or whānau (extended family). Considering leaving medicine, including because of mistreatment, was
measured.
RESULTS: Overall, 205 Māori medical students (median [IQR] age, 23.1 [21.6-24.3] years; 137 [67.2%] women) and 200 physicians (median [IQR] age, 36.6 [30.1-45.3] years; 123 [62.8%] women)
responded. Direct and witnessed exposure to racism (184 students [91.5%]; 176 physicians [90.7%]) and discrimination (176 students [85.9%]; 179 physicians [89.5%]) ever in medical education,
training, or work environments was common. Ever exposure to witnessed and direct bullying (123 students [66.5%]; 150 physicians [89.3%]) and harassment (73 students [39.5%]; 112 physicians
[66.7%]) was also common. Most respondents reported witnessing Māori patients or their whānau being treated badly in clinical settings, in direct interactions (67 students [57.8%]; 112 physicians
[58.9%]) or behind their backs (87 students [75.0%]; 138 physicians [72.6%]). One-quarter of Māori medical students (45 students), and 37.0%of physicians (61 physicians) had considered leaving or taken a break from medicine because of these experiences. Additional marginalized statuses were significantly associated with any direct experience of mistreatment in the last year for students and physicians. Exposure to some forms of mistreatment were also significantly associated with higher likelihood of thinking about leaving or taking a break from medicine for physicians.
CONCLUSIONS AND RELEVANCE: In this study, Māori medical students and physicians reported high exposure to multiple forms of racism, discrimination, bullying, and harassment in medical
education, training, and work environments, requiring an urgent response from medical institutions.

text: Māori medical student and physician exposure to racism, discrimination, harassment, and bullying IMPORTANCE: Discrimination, bullying, and harassment in medicine have been reported internationally, but exposures for Indigenous medical students and physicians, and for racism
specifically, remain less examined.
OBJECTIVE: To examine the prevalence of racism, discrimination, bullying, and harassment for Māori medical students and physicians in New Zealand and associations with demographic and clinical
characteristics.
DESIGN, SETTING, AND PARTICIPANTS: This cross-sectional study used data from an anonymous national survey of Māori medical students and physicians in New Zealand in late 2021 and early 2022.
Data were analyzed from March 2022 to April 2024.
EXPOSURES: Age, gender, marginalized status (ie, in addition to being Māori, belonging to other groups traditionally marginalized or underrepresented in medicine), year of medical school, year of
graduation, and main work role.
MAIN OUTCOMES AND MEASURES: Direct and witnessed racism, discrimination, bullying, and harassment were measured as any experience in the last year and ever. Any exposure to negative
comments about social groups and witnessing discriminatory treatment toward Māori patients or whānau (extended family). Considering leaving medicine, including because of mistreatment, was
measured.
RESULTS: Overall, 205 Māori medical students (median [IQR] age, 23.1 [21.6-24.3] years; 137 [67.2%] women) and 200 physicians (median [IQR] age, 36.6 [30.1-45.3] years; 123 [62.8%] women)
responded. Direct and witnessed exposure to racism (184 students [91.5%]; 176 physicians [90.7%]) and discrimination (176 students [85.9%]; 179 physicians [89.5%]) ever in medical education,
training, or work environments was common. Ever exposure to witnessed and direct bullying (123 students [66.5%]; 150 physicians [89.3%]) and harassment (73 students [39.5%]; 112 physicians
[66.7%]) was also common. Most respondents reported witnessing Māori patients or their whānau being treated badly in clinical settings, in direct interactions (67 students [57.8%]; 112 physicians
[58.9%]) or behind their backs (87 students [75.0%]; 138 physicians [72.6%]). One-quarter of Māori medical students (45 students), and 37.0%of physicians (61 physicians) had considered leaving or taken a break from medicine because of these experiences. Additional marginalized statuses were significantly associated with any direct experience of mistreatment in the last year for students and physicians. Exposure to some forms of mistreatment were also significantly associated with higher likelihood of thinking about leaving or taking a break from medicine for physicians.
CONCLUSIONS AND RELEVANCE: In this study, Māori medical students and physicians reported high exposure to multiple forms of racism, discrimination, bullying, and harassment in medical
education, training, and work environments, requiring an urgent response from medical institutions.

year: 0202-07-01