Perceptions of Place - evaluating experiential qualities of streetscapes

Working with a small set of 60 images from a collection of over 1000 digital photographs, the following paper presents ongoing research into the experiential qualities of street scapes. This paper examines the initial results of a survey of 75 voluntary based perceptive studies and focusses on a sample cohort of 30 participants (20 cognate and 10 non-cognate respondents) who were asked to evaluate a streetscape experience based on favourable and unfavourable perceptive qualities. Using a spatial sequencing process, akin to the 'Serial Vision' methodology of Gordon Cullen, respondents were asked to rate a section of urban fabric based on favourable (hot or warm) and unfavourable (cold or cool) traits and to digitally capture these images. The study yields results which highlight the importance of the quality and effect of green attributes within the overall street scape experience. The implications for urban design practice (streetscape greening), are briefly explored.

Developing creative citizens through experiential learning environments in applied drama

The Seoul Agenda (2010, p.8) recognizes the value of arts education in enhancing creative and innovative capacity in young people. It goes so far as to suggest that applying arts will “cultivate a new generation of creative citizens”. This paper documents a specific area of arts education in university level drama degrees. In a case study approach, it discusses the outcomes of a work-based learning approach for students of applied drama. It explores the drama student‟s experience and considers how engaging in the study of applied drama and applied performance and having the support and opportunity to transfer these skills in real contexts acts to develop creative capacity and to contribute to consolidating the students‟ identities as citizens

Australian school canteens: menu guideline adherence or avoidance?

Since 2005, all states and territories across Australia have progressively introduced policy guidelines to promote nutritious food sales in school canteens. This study aimed to assess the compliance of school canteens with their state or territory canteen guidelines.

Heritage rights - avoidance and reinforcement

 The conflicts that abound around the world between different groups struggling to control the definition, management, and use of heritage give rise to many issues that need to be foregrounded in scholarly and professional debates. Focusing on UNESCO’s World Heritage system, this paper asks: Why and how do nation states avoid respecting heritage rights? What can be and is being done about it? How can we move toward a more rightsbased approach to heritage management? The notion that people have rights to access and enjoy their cultural heritage has emerged within the domain of cultural rights, which, in turn, is a component of human rights. Prospects for achieving global recognition of cultural heritage rights have improved recently through interrelated activities being undertaken at the United Nations High Commission for Human Rights, in a Norwegian network of heritage, environmental and rights agencies, and at the United Nations Permanent Forum on Indigenous Issues. These advances relate mostly to Indigenous heritage, whereas the cultural heritage of other groups, such as women, children, and youth, or, in many parts of the world, ethnic and racial minorities that are not considered Indigenous peoples, lack comparable recognition and respect. © W. S. Maney & Son Ltd 2014

Experiential learning styles in the age of a virtual surrogate

There is a long-held sense in general that the increasing use of computers and digital technology changes how a user experiences and learns about the world, not always for the better. This paper reports on a longitudinal study of 245 architecture and construction students over a two year period which examines the impact that virtual reality technologies have on the learning style preferences of students. A series of controlled experiments tests for the impact that increasing exposure to a proprietary virtual reality system has on the mode of learning and learning style preferences of individuals and particular cohorts. The results confirm that when virtual reality applications are used in teaching and learning, the learning behaviours will favour a more concrete experiential mode of learning and a preference for the Accommodator learning style. However, the results also demonstrate, consistently and for the first time, individual students do not privilege any particular mode of learning or learning style preference to any significant extent but rather engage in all modes and represent all learning styles. Novel visualisation techniques are introduced to examine and discuss this contrast.

Brand trust and avoidance following brand crisis : a quasi-experiment on the effect of franchisor statements

Although franchising has become an important growth strategy in severalindustries over the last few decades, there are few empirical studies about the effects of franchisor communication strategy on customer responses in the context of franchise brand crisis. Two quasi-experimental studies were conducted to test the effect ofa franchisor ownership separation statement on brand trust and brand avoidance following a brand crisis situation. Results show that a franchisor’s explicit communication of the franchise brand’s individual ownership business structure is useful in preventing further negative spillover effect throughout the franchised chain when thebrand crisis occurs at a single franchise location. The authors also investigate the mechanism through which such communication influences customer behavior and the moderating effect of the brand crisis severity in affecting brand evaluation. These results offer guidance to franchise brand managers by providing insight into how to overcome a franchise brand crisis and by suggesting franchise context-specific managerial recommendations

Student perspectives on the value of experiential learning in history

This paper is a reflective study of experiential learning as an American history teaching-tool. It is based on a survey of students who took a University of Melbourne study tour to the United States in the years from 2001–2011. This survey asked students to identify the tour’s long-term outcomes. The responses showed that students believed the study tour was beneficial academically, and that it also opened up employment opportunities. However, the most significant benefit identified by the students was positive social outcomes—in other words, the friends they made on the tour and the professional networks they formed. The conclusion we drew from these results was that students believe that experiential learning has a legitimate place in history curriculums, and that it is an antidote to the loneliness they feel in traditional classroom settings.