Tourist Attractions Management Case Study Example | Topics and Well Written Essays - 3000 words

Tourist Attractions Management - Case Study Example Defining attractions, however, disunite tourism authorities. In fact, it has been touted that the term attractions or visitor attractions is one that defies definition simply because it has a wide range of scope and has a variety of product offerings (Fyall et al2003,p.12). The product offerings range from the natural to human-made attractions to special events. Natural attractions feature attractions within the natural environment while human-made attractions are divided into human-made edifices, structures and sites that are designed to attract tourists and "are purpose-built to accommodate their needs, such as theme parks" and those designed not to attract visitors but ended up attracting them anyway such as churches, mosques and other religious sites (Swarbrook 2002,p2). Fennell identifies 6 categories of tourism attractions i.e. "cultural (historical and heritage sites, museums); natural (parks, flora & fauna); events (festivals, Lundberg defined tourist attractions as "anything that attracts tourists" (Lundberg 1985,p.33). Middleton defined it as "a designated permanent resource which is controlled and managed for the enjoyment, amusement, entertainment and education of the visiting public" (Swarbrooke 1995,p.3). Richards, meanwhile, describes attractions as those which are essential weapons "in the arsenal of tourism destinations engaged in a competitive struggle for tourist business and thus provide focus for tourism activities" (Richards 2001,p.4). Gunn looks at attractions as "the most important reasons for travel to destinations" (Gunn 1972,p.24) while MacCannell portrays it as an "empirical relationships between a tourist, a site and a marker" (MacCannell 1989,p.41). Lew, however, counters this claiming that the definition should not be restricted to objective characteristics but also to subjective as well while alleging that "virtually anything could become an attraction, including services and facil ities" (Lew 1987,p.573). Leiper grabbed the MacCannell model and crystallised a definition of a tourist attraction as "a systematic arrangement of 3 elements: a person with tourism needs, a nucleus (any feature or characteristic of a place they might visit) and at least one marker or an information about the nucleus (Leiper 1981,p79).MacCannell further reformed his model to come up with a Staged Development Model which insists that ordinary places can be developed into exciting attractions if they undergo the 5 stages of development. And these are: the naming of the site; the framing and elevating stage

The Spread of Religions Essay Example for Free

The Spread of Religions Essay Religion has played a fundamental role in shaping today’s history. Much of recent history in the Western hemisphere has been heavily influenced by Christianity and all that religion offers. Whilst in the Eastern hemisphere, Buddhism is one of the dominating religions. The spread of these religions have impacted many regions socially, economically, and/or politically. When the word Christianity is said, the things that come to mind for several people are church and God. Many people have heavily influenced the awakening of this religion and the way it was spread. Cortes played a pivotal role in the spread of Christianity in Mexico. The emperor of the Aztecs at that time allowed Cortes to speak to the people about Jesus Christ and his ways. Cortes instructed the people in the law of Christ. This region was heavily impacted socially because they were introduced to something new that they had never heard about and now they were asked to follow what was said. In 1519, Cortes and his men easily conquered the Aztecs helping them in the spread of Christianity (Document 3). Document 5 talks about a huge part of what the Christian religion is about, Church. The Church at that time played an important economic role as a circulator of money. The Church was a supplier of social services and helped as many people as they could in all ways. The Church was a provider of education, health care and poor relief to the general population. Christianity traveled across great distances bringing different ideas between regions. The spread of Buddhism was aided by trade, but it was the Buddhist Monks who truly spread this religion to many different regions. The Monks spread Buddhism using a very smart strategy. They traveled around for the welfare of the people. Buddhist missions were not large and well organized, and instead they took the form of Monks traveling the land spreading the religion. These Monks spread their ideas along with the traders and royal emissaries. â€Å"According to traditional accounts, the first foreign mission was to the island of Sri Lanka† (Document 7). Document 8 talks about the high period of Chinese influence in Japan which was heavily marked by Buddhism itself. Japan was divided into two parts due to the heavy impact Buddhism caused in Japan. The impact of Buddhism in Japan came to play three ajor roles, it brought a new system of beliefs, brought Chinese civilization, and it became a strong force in Japan’s political affairs. The Japanese people rapidly accommodated Buddhism along with their indigenous Shinto beliefs. Buddhism helped to foster harmony within the country. Many of the world religions today that have been introduced to other cultures have flourished, gaining the â€Å"vote† of several different people. So based on this essay, you can concluded that Christianity and Buddhism have truly changed the social, political, and economical aspects of several different regions.

Effects of Age on Understanding False Belief

Effects of Age on Understanding False Belief Sarah Ogen Article Review Directions: Read the article and then respond to the questions below. Make sure that you provide explanations for your responses. Article: Eighteen-month-old infants show false belief understanding in an active helping paradigm All information was gathered from the following source: Buttulmann, D., Carpenter, M., Tomasello, M. (2009). Eighteen-month-old infants show false belief understanding in an active helping paradigm.  Cognition, (112), 337-342. What is the aim/purpose of the study? (2 points) Buttulmann, Carpenter, and Tomasello sought to figure out at what age, after one year, a child can successfully understand false belief; this needed to be confirmed by a measureable behavior exhibited by the child. There was a lot of debate about at what age this belief came about in children. By past researchers, it was believed this thought process was exhibited anywhere from 3-5 years of age, depending on the demands of the task. Clements and Perner (1994) found this thought process could be attained around age 2 using the lowest amount of added cognitive demand in the tasks. Other researchers found that false belief understanding could be understood by children 13-15 months of age using a violation-expectation paradigm. Both of these studies were thought to have holes in them where the child could have interpreted other things that led to the same results. Buttulmann et al. studied understanding of false belief using an active behavioral measure. They wanted to know if the one year olds tested would respond in a manner showing their understanding of false belief. If the children did, Buttulmann et al would have found the youngest age at which a child has an understanding of false belief. How did the investigators measure the topic of interest? (2 points) First Study Two studded caterpillar toys and two boxes were used in this study. One box was yellow and the other was pink. Each box had a handle and a hinge where the box could be locked. The child sat in front of both of the boxes, while a female researcher sat next to the child and a male researcher sat across from the child between the boxes. The male researcher left the room to get another toy, while the female researcher taught the child how the boxes locked with a pin. The male researcher returned with a toy and showed it to the child. The male researcher then put the toy caterpillar in the second box. In the false belief condition, the male researcher again left the room. The female researcher told the child the male researcher could not see or hear them, and asked the child to play a trick on the male researcher. The female researcher took the caterpillar and moved it to the other box while acting sneaky and giggling. Before the male researcher returned, the female researcher and child returned to their places. In the true belief condition, the male researcher remained in the room. The female researcher told the child to join her in moving the caterpillar from one box to the other, this time without acting sneaky. The male researcher got up at the end to close the door so he was in the same spot as the false belief condition. In both the false and true belief conditions, the male researcher resumed his place between the two boxes. He pulled on the handle of the box he originally put the caterpillar in, but did not open either box. The child was invited to help the male researcher. It was recorded which box the child opened. Second Study The procedure remained the same as the first study. Parental encouragement was used if the child did not help the male researcher find the caterpillar. Who were the children in the study, how old were they and how were they recruited? (1 point) First Study There were 24 children used in the study. They were 2.5 years of age. There were 12 girls and 12 boys. Half were put in the false belief group, and the others were put in the true belief group. These groups were randomly assigned. Seven other children were not included in the results due to complications, experimenter error, and fussiness (Buttulmann et al.) Second Study There were 100 children. Fifty were 18 months old and fifty were 16 months old. In each age group there were 24 girls and 26 boys. Other children were also tested but not included in the results due to parental or experimenter error, fussiness, or tried to take the caterpillar out of the box. Additional children were used in the study but only helped when their parents encouraged them to help the male researcher. This included ten 18 month olds and twenty two 16 month olds. These children’s results were analyzed separately. Another eighteen 18 month olds and twenty six 16 month olds did not aid the male researcher at all in finding the caterpillar and were their results were not used for analysis. What was the design of the study (e.g., correlational, experimental, cross-sectional, longitudinal)? (1 point) The design of the study was a cross sectional. It tested different children on the same task at different ages. What were the results and conclusions? (2 points) First Study All children successfully opened one of the boxes. In the true belief condition, 75% of the children opened the box the male researcher had tried to open initially. In the false belief condition, 83.3% of the children opened the other box where the caterpillar now was located. The children also communicated to the male researcher where the caterpillar now was located. When the male researcher tried to open the box initially in the false belief condition, 7 children told him that the caterpillar had been moved. In the true belief condition, one child tried to inform the male researcher that the caterpillar had been moved. The children in this study showed a false belief understanding. Second Study All 18 month old children successfully chose a box. In the true belief condition, 84% of children tried to open the box the male researcher had just tried to open. In the false belief box, 72% of children tried to open the other box where the caterpillar was actually enclosed. There were similar results with the children that needed assistance from their parents to help the male researcher. All 16 month old children successfully chose a box. In the true belief condition, 56% of children tried to open the box the male researcher had just tried to open. Results showed that this may be due to chance. In the false belief box, 80% of children tried to open the other box where the caterpillar was actually enclosed. There were similar results with the children that needed assistance from their parents to help the male researcher. These results showed that 18 and 16 month old children understand false beliefs of other people. Do you agree with the conclusions? Explain why or why not and indicate any problems in the design or methods that could affect the results and conclusions. (2 points) I agree with the conclusions. The behaviors exhibited by the children in both studies, and in each age group, show that the children understand false beliefs of others. For 16 month olds, these results could have been due to chance because they may not have understood the task fully. The behavior of the child could also be misinterpreted and therefore skew results. The child may also not understand the task at such a young age, and simply choose a box based on color, rather than where the toy is hidden. To fix this, the boxes may be the same color instead of different.

Hamlet †the Character Laertes Essay -- The Tragedy of Hamlet Essays

Hamlet – the Character Laertes  Ã‚        Ã‚  Ã‚   In the Bard of Avon’s famous tragedy Hamlet the character of Laertes is less clearly presented than others. He is the chamberlain’s son, and yet he commands popular respect and support for a bid for the kingship. How does one piece together all the evidence in his life?    In â€Å"The World of Hamlet† Maynard Mack describes the interference of a possessive Polonius in the life of his son, Laertes:    â€Å"The apparel of proclaims the man,† Polonius assures Laertes, cataloging maxims in the young man’s ear as he is about to leave for Paris. Oft, but not always. And so he sends his man Reynaldo to look into Laertes’ life there – even, if need be, to put a false dress of accusation upon his son (â€Å"What forgeries you please†), the better by indirections to find directions out. (250)    Laertes makes his appearance in the drama after Marcellus, Barnardo and Horatio have already seen the Ghost and have trifled with it in an effort to prompt it to communicate with them. Laertes is in attendance at a social gathering of the court at Elsinore. Laertes, like Fortinbras a rival of Hamlet (Kermode 1138), appears with his father, Polonius, who is later shown to manipulate both him and his sister (Boklund 122). Laertes respectfully approaches the king, who asks, â€Å"And now, Laertes, what's the news with you? / You told us of some suit; what is't, Laertes?† Laertes responds in a manner befitting the son of the lord chamberlain:    My dread lord,   Ã‚  Ã‚  Ã‚   Your leave and favour to return to France;   Ã‚  Ã‚  Ã‚   From whence though willingly I came to Denmark,   Ã‚  Ã‚  Ã‚   To show my duty in your coronation [. . .] . (1.2)    After Claudius wishes Laertes a farewell for his trip back to F... ...Ed. G. Blakemore Evans. Boston: Houghton Mifflin Co., 1974.    Mack, Maynard. â€Å"The World of Hamlet.† Yale Review. vol. 41 (1952) p. 502-23. Rpt. in Shakespeare: Modern Essays in Criticism. Rev. ed. Ed. Leonard F. Dean. New York: Oxford University P., 1967.    Rosenberg, Marvin. â€Å"Laertes: An Impulsive but Earnest Young Aristocrat.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Masks of Hamlet. Newark, NJ: Univ. of Delaware P., 1992.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html No line nos.    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000 http://www.bartleby.com/215/0816.html      

Sociological Theories

This theory has caught the attention of the nation, and the federal government has taken steps to roved assistance in lower income and poverty stricken areas. One of the main programs that have been implemented into these lower income areas are Yam's. The goal behind the YMCA is to bring sports, and other activities into the lower income areas and keep juveniles busy within the YMCA and keeping these kids off the streets and out of trouble. The second theory is the Social Process Theory.The Social Process Theory is based upon the belief that colonization is key in determining ones behavior. If colonization is absent or portrayed in a negative manner, it can cause venires to act out in feel alienated from normal social behaviors. Children who feel isolated from their peers and do not have a loving environment at home are more likely to be involved in delinquent behavior. These children often turn to drugs or alcohol as an answer. An example of both state and federal funded program tha t assists with the Social Process Theory is the D. A. R. E Program.The D. A. R. E program is designed to prevent kids from using drugs, engaging in violent and criminal acts and encourages them to engage n normal social behaviors with other kids their age. The third theory is the Social Conflict Theory. The Social Conflict Theory is a belief that our entire society is in a constant state of internal conflict, with various groups trying to impose their belief on others. The Social Conflict Theory suggests that those of wealth and power help define laws to meet their specific needs while ignoring the needs of the rest of society.It is believed that adolescents that do not fit into the needs of the powerful members of society are labeled criminal delinquents. Those that suffer the most from social conflict are people of color or those living in poverty stricken areas. An example of a program that targets the youth suffering from the social conflict program is Promising Practices Networ k. The Promising Practices Network is a school based violence prevention program that serves over 400 public schools in poverty stricken areas. This program is designed to fight prejudice, stereotypes and other types of violence.As shown here these three sociological theories are vital ways to view the issues related to juvenile delinquency. The programs related to each of these theories are extremely beneficial to lowering crime rates among juveniles. I truly hope that we continue to fund these wonderful programs, as it benefits the future of America. Sociological Theories Chapter one there are three different types of sociological theories. The three types are functionalist theory, conflict theory, and symbolic theory. We will cover and talk about the differences. First is the functionalist theory. The functionalist theory is when the people who live in the area are all part of a bigger plan. Everyone there is an equal no one has more than anyone else. When I think about functionalist I think of farm. As in like the whole community works on the farm like someone feed and mike cows and someone male food the cows eat so and and so forth. August Comte and Herbert Spencer viewed society as a kind of living organism. When all the people are working together is called normal and when there not it’s abnormal The conflict theory provides a third perspective on social life. Unlike the functionalists, who view society as harmonious whole, with its parts working together, conflict theorists talk about society being composed of groups that are competing with one another for scarce resources. Karl Marx is the founder of this theory. This is like slavery to me because slaves worked for a higher power for very little are no pay at all. Soon people get mad and rise up to the greater power and demand a change. The last one is symbolic theory witch is when people develop and share their views of the world, and focus on micro level. This is like used when people back in the day didn’t read and right. The easy way to talk to people is with pictures. They are easy to understand than writing. There are many differences between these things. For one they were all made up in different area of times, and locations in the world. All the theories are made but by different people, and they had their way of thinking of it. They all apply for different part of life, but very close. One thing they do haven common is that they all related to groups of people. Is takes a group of people to make it work. All these theories have happened in some part of the world. Not only have they happen they still happen in today society. Finally in collection there is nothing new under the sun, and the same things they are talking about there are happing now. And all these theories can be facts. Sociological Theories This theory has caught the attention of the nation, and the federal government has taken steps to roved assistance in lower income and poverty stricken areas. One of the main programs that have been implemented into these lower income areas are Yam's. The goal behind the YMCA is to bring sports, and other activities into the lower income areas and keep juveniles busy within the YMCA and keeping these kids off the streets and out of trouble. The second theory is the Social Process Theory.The Social Process Theory is based upon the belief that colonization is key in determining ones behavior. If colonization is absent or portrayed in a negative manner, it can cause venires to act out in feel alienated from normal social behaviors. Children who feel isolated from their peers and do not have a loving environment at home are more likely to be involved in delinquent behavior. These children often turn to drugs or alcohol as an answer. An example of both state and federal funded program tha t assists with the Social Process Theory is the D. A. R. E Program.The D. A. R. E program is designed to prevent kids from using drugs, engaging in violent and criminal acts and encourages them to engage n normal social behaviors with other kids their age. The third theory is the Social Conflict Theory. The Social Conflict Theory is a belief that our entire society is in a constant state of internal conflict, with various groups trying to impose their belief on others. The Social Conflict Theory suggests that those of wealth and power help define laws to meet their specific needs while ignoring the needs of the rest of society.It is believed that adolescents that do not fit into the needs of the powerful members of society are labeled criminal delinquents. Those that suffer the most from social conflict are people of color or those living in poverty stricken areas. An example of a program that targets the youth suffering from the social conflict program is Promising Practices Networ k. The Promising Practices Network is a school based violence prevention program that serves over 400 public schools in poverty stricken areas. This program is designed to fight prejudice, stereotypes and other types of violence.As shown here these three sociological theories are vital ways to view the issues related to juvenile delinquency. The programs related to each of these theories are extremely beneficial to lowering crime rates among juveniles. I truly hope that we continue to fund these wonderful programs, as it benefits the future of America.

The Troubled Succession of Charles V of Spain

The Troubled Succession of Charles V of Spain By the time he was 20, in 1520, Charles V ruled the largest collection of European land since Charlemagne over 700 years earlier. Charles was Duke of Burgundy, King of the Spanish Empire and the Habsburg territories, which included Austria and Hungary, as well as Holy Roman Emperor; he continued to acquire more land throughout his life. Problematically for Charles, but interestingly for historians, he acquired these lands piecemeal - there was no one single inheritance - and many of the territories were independent countries with their own systems of government and little common interest. This empire, or monarchia, may have brought Charles power, but it also caused him great problems. The Succession to Spain Charles inherited the Spanish Empire in 1516; this included peninsular Spain, Naples, several islands in the Mediterranean and large tracts of America. Although Charles had a clear right to inherit, the manner in which he did so caused upset: in 1516 Charles became regent of the Spanish Empire on his mentally ill mother’s behalf. Just a few months later, with his mother still alive, Charles declared himself king. Charles Causes Problems The manner of Charles’ rise to the throne caused upset, with some Spaniards wishing for his mother to remain in power; others supported Charles’ infant brother as heir. On the other hand, there were many who flocked to the court of the new king. Charles caused more problems in the manner in which he initially governed the kingdom: some feared he was inexperienced, and some Spaniards feared Charles would focus on his other lands, such as those he stood to inherit from Holy Roman Emperor Maximilian. These fears were exacerbated by the time it took Charles to put aside his other business and travel to Spain for the very first time: eighteen months. Charles caused other, much more tangible, problems when he arrived in 1517. He promised a gathering of towns called the Cortes that he wouldn’t appoint foreigners to important positions; he then issued letters naturalizing certain foreigners and appointed them to important positions. Furthermore, having been granted a large subsidy to the crown by the Cortes of Castile in 1517, Charles broke with tradition and asked for another large payment while the first was being paid. He’d so far spent little time in Castile and the money was to finance his claim to the Holy Roman throne, a foreign adventure feared by Castilians. This, and his weakness when it came to resolving internal conflicts between the towns and nobles, caused great upset. The Revolt of the Comuneros 1520-1 During the years 1520 - 21, Spain experienced a major rebellion within its Castilian kingdom, an uprising that has been described as the largest urban revolt in early modern Europe. (Bonney, The European Dynastic States, Longman, 1991, p. 414) Although certainly true, this statement obscures a later, but still significant, rural component. There is still debate on how close the revolt came to succeeding, but this rebellion of Castilian towns - who formed their own local councils, or communes - included a true mix of contemporary mismanagement, historical rivalry, and political self-interest. Charles wasn’t completely to blame, as pressure had grown over the last half-century when towns felt themselves increasingly losing power versus the nobility and the crown. The Rise of the Holy League Riots against Charles had begun before he had even left Spain in 1520, and as the riots spread, towns began rejecting his government and forming their own: councils called comuneros. In June 1520, as nobles remained quiet, hoping to profit from the chaos, the comuneros met and formed themselves together in the Santa Junta (Holy League). Charles’ regent sent an army to deal with the rebellion, but this lost the propaganda war when it started a fire that gutted Medina del Campo. More towns then joined the Santa Junta. As the rebellion spread in the north of Spain, the Santa Junta initially tried to get Charles V’s mother, the old queen, on their  side for support. When this failed, the Santa Junta sent a list of demands to Charles, a list intended to keep him king and moderate his actions and make him more Spanish. The demands included Charles returning to Spain and giving the Cortes a much greater role in government. Rural Rebellion and Failure As the rebellion grew larger, cracks appeared in the alliance of towns as each had their own agenda. The pressure of supplying troops also began to tell. The rebellion spread into the countryside, where people directed their violence against the nobility as well as the king. This was a mistake, as the nobles who had been content to let the revolt carry on now reacted against the new threat. It was the nobles who exploited Charles to negotiate a  settlement and a noble led army which crushed the comuneros  in battle. The revolt was effectively over after the Santa Junta was defeated in battle at Villalar in April 1521, although pockets remained until early 1522. The reaction of Charles wasn’t harsh given the standards of the day, and the towns kept many of their privileges.  However, the Cortes was never to gain any further power and became a glorified bank for the king. The Germania Charles faced another rebellion which occurred at the same time as the Comunero Revolt, in a smaller and less financially important region of Spain. This was the Germania, born out of a militia created to fight Barbary pirates, a council which wanted to create a Venice like city-state, and class anger as much as a dislike of Charles. The rebellion was crushed by the nobility without much crown help. 1522: Charles Returns Charles returned to Spain in 1522 to find royal power restored. Over the next few  years, he worked to change the relationship between himself and the Spaniards, learning Castilian, marrying an Iberian woman and calling Spain the heart of his empire. The towns were bowed and could be reminded of what they had done if ever they opposed Charles, and the nobles had fought their way to a closer relationship with him.