An Overview Of Tourism Management Issues Tourism Essay

An Overview Of Tourism Management Issues Tourism Essay Dark tourism has been defined as encompassing the visitation to any site associated with death, disaster and tragedy in the twentieth century for remembrance, education or entertainment. Furthermore Howie (2003) argues that visits to the sites of recent tragedies, as for example the site of the World Trade Center in New York destroyed by terrorist attacks in 2001, raise issues of both genuine compassion and morbid fascination. Urry (1991, taken from Theobald, 1994) also suggests that nostalgia, it would seem, knows no limits, to the virtual extent that the worse the experience the more appealing the attraction. The idea of dark side of tourism has also been identified by Dann and Seaton (2001) as incorporating what they call thanatourism, milking the macabre as a kind that pervades tourism in general. As suggested by McCormick (2004) dark tourism is not a new phenomenon as it can be referred back to the twelfth century when the violent death of the British Canterbury in the towns cathedral attracted many people to the site. Todays sites such as Chernobyl, The World Trade Center, Auschwitz or even sites where famous people were killed such as John F Kennedy are all experiencing an increase in visitors number (Lennon and Foley, 2004). As an article by the Guardian (2004) suggest, the explosion that in 1986, ripped the roof off Chernobyls fourth reactor, causing the buildings walls to bend and hurling tons of radioactive waste into the air, is today a popular tourist site. For foreigners, Chernobyl is easily added to a long list of tourist attractions whose fame turns on tragedy or disaster, but for those that live in the affected area, it is a different story. As the Ukrainian tourist boards executive director suggested: Chernobyl is not a historical place, it is a sleeping lion, an d when a lion is sleeping you do not open the cage. Other historical sites also include that of Auschwitz, a symbol of terror, genocide and the Holocaust. The number of registered visitors to this site are increasing and as the statistics show, the number of visitors of some countries, such as the USA, has doubled from 34404 to 62997 between 2003 and 2004 (Auschwitz, 2004), re-affirming the statement put forward by Lennon and Foley (2004) that dark tourism is on the increase. More recently a destination that has been affected by the terrorist attacks and that has seen an increase in inbound tourism, has been the World Trade Center, or better known as Ground Zero. In 2002, the ruins of the World Trade Center in New York attracted 3.6 million visitors, while the observation deck from the intact towers used to attract an average of 1.8 million tourists per year (McCormick, 2004). It must be noted that there are many more sites that have not been previously mentioned that are worth considering for future research to further understand the spread of dark tourism. Having considered some of the sites that best represent the view of dark tourism, the essay will now briefly look at the reasons behind this form of tourism and an in-depth analysis of the implications on tourism management issues will follow. Foley, Lennon and Maxwell (1997) suggest that many of the deaths and disasters that gave rise to heritage interpretation had received considerable coverage via global media, international news and film media. Young (1993, taken from Lennon and Foley, 2004) argues that there are elements of the ancient in dark tourism, in the visitation of these sites that are intended to maintain memory. People will be motivated by different things, perhaps they decide to visit these sites out of curiosity, pay their respect to those who have lost their lives or simply because they feel as if they are part of this (Di Sante, 2003). For the purpose of this task, the essay will now consider the tourism management issues as a result of the widespread of dark tourism. As with any tourist site, the conservation and safeguard of these monuments, museums or any other site, is perhaps the most relevant of all. Although the increase of dark tourism may mean that more people are now aware of what has happened for example during the Nazism and perhaps in a way it limits these atrocities to be repeated, a number of important issues have also been identified. As suggested by Lennon (2004) if there are lots of people involved in these attractions, you need regulations. It promotes extreme sensitivities and a lot depends on the motivation of visitors, is it morbid curiosity or is there personal reasons? One of the tourism management issues identified is that of the long-term damage caused by visitors. Inevitably the high number of visitors received by sites such as Auschwitz, ground Zero, Chernobyl, will have an impact in the long term. Therefore it is important to impose a visitor number management to control how many visitors are coming through the site. The protection of these are vital if damage is to be avoid and protection is also needed to restrain vandals from leaving their mark on everything they visit (Yale, 2004). As Yale (2004) also suggests weathering is also a major concern for those sites that are exposed to the elements, wind, rain, frost and sun, can be damaged unless shelter is provided or special arrangements made. Auschwitz camp is a perfect example for this. It is in the process of continual erosion; the growth of vegetation and foliage- coverage has to be managed and controlled. As Lennon and Foley (2004) further suggest, there should be management rather than restoration. This dark attraction has swelled visitor number and catalysed economic activity. A very important issue also identified is that of culture management. Tourist must be given a code of conduct and be educated to behave in a certain way when visiting particular sites as to conform and integrate with the local community to avoid conflict. Tourist themselves have, or should have, an obligation to observe codes of behaviour and be aware of cultural norms in the destination they are visiting (Howie, 2003). Some behaviour such as alcohol abuse, shouting, fighting should not be permitted as these might insult the local community and lack of respect needed in these tragedy sites. While at Auschwitz-Birkenau, groups of schoolchildren were taking photographs of each other, parents were photographing their children at the gates of Birkenau and indeed, school parties were sitting on the ruins of the crematorium eating sandwiches(Lennon and Foley, 2004). Furthermore funds required to conserve sites will also be of consideration. The two options that will be available to raise funds would probably lie with government support and a visitors entrance fee. It can be construed that the phenomenon of dark tourism is not a recent trend but its origins can be traced back to the twelfth century. Dark tourism has been defined as those visits to any site associated with death, disaster and tragedy in the twentieth century for remembrance, education or entertainment. It was noted that there are various reasons of why people decide to visit these particular sites; morbid curiosity, remembrance, the need to pay respects are just a few of these. The essay also looked at the more common cases of sites where dark tourism is more noticeable. Auschwitz, Chernobyl and the World Trade Center were taken into consideration while it was also noted that other sites such as the death site of John F Kennedys murder provoke peoples interests. It was also noted that the number of visitors, of a particular country, at certain sites such as Auschwitz had doubled between 2003 and 2004 re-affirming the statement that suggested that dark tourism is increasing. Furthermore, the essay also determined that there are a number of tourism management issues involved with dark tourism; conservation and safeguard of these sites; weathering of those sites exposed to the elements, wind, rain, frost and sun, and that can be damaged unless shelter is provided or special arrangements made. It was also noted that Auschwitz is currently in the process of erosion, the overgrowth of vegetation for example is going out of hand and it really needs a management program more than a restoration program to keep it in perfect order. Vandalism was also noted as a tourism management issue to take into consideration. Finally it was noted that culture management is also very important and tourists must be educated to behave in a certain way when visiting particular sites to avoid conflict. Site managers should seek government funds or even impose a small entrance fee to be able to continue the conservation process. Back to: Example Essays Bibliography Auschwitz (2003) Memorial and Museum: Auschwitz- Birkenau, Avaialble from: http://www.auschwitz-muzeum.oswiecim.pl/html/eng/start/ Dann, G. M.S. and Seaton, A.V. (2001) Slavery, Contested Heritage and Thanatourism, Birmingham: The Haworth Hospitality Press Di Sante, T. (2003) Why were drawn to the roots of terror, 06 Sep., The Times Foley, M., Lennon, J. and Maxwell, G. (1997) Hospitality, Tourism and Leisure Management: Issues in Strategy and Culture, London: Cassell Howie, F. (2003) Managing the Tourist Destination, London: Continuum Lennon, J. (2004) Seminar on dark tourism, 13 Aug., Issue 2627, Travel Trade Gazette in the Times, 20 Aug, p 4 Lennon, J. and Foley, M. (2004) Dark Tourism, London: Thomson McCormick, M. (2004) Ground Zero and the phenomena of dark tourism, Available from: http://www.pilotguides.com/destination_guide/north_america/new_york/ground_zero.php The Guardian (2004) Postcard from Hell, 18 Oct, p1-4 Theobald, W. (1994) Global tourism: the next decade, Oxford: Butterworth Heinemann Urry, J. (1991) The Tourist Gaze, London: Sage Yale, P. (2004) From Tourist Attractions to Heritage Tourism, 3rd ed., Elm Young, J.E. (1993) The Texture of Memory: Holocaust Memorials and Meaning, New Haven, CT: Yale University Press Boniface, P. (2001)Dynamic tourism, Channel View Publications Boniface, P. and Fowler, P.J. (1993) Heritage and Tourism in the global village, London: Routledge Herbert, D.T. (1995) Heritage, Tourism and Society, Pinter Uzzell, D. (1989) Heritage Interpretation, London: Belhaven Press Yale, P. (1991) From Tourist Attractions to Heritage Tourism, Elm Publications

Factors Which Influence Learning Relationships And Communication Education Essay

In this essay I will explicate and discourse how motive is one of the most of import factors that influence acquisition, relationships and communicating in the schoolroom. The duty for making a positive acquisition ambiance lies about wholly with the instructor and motivated pupils make this procedure a batch easier. Motivation besides plays a critical function in developing relationships in the schoolroom, both instructor and pupil motive. I will besides discourse in greater item later of the importance of affecting the parent or carer in constructing these relationships and how this enhances these relationships. The ability of the instructor to pass on both verbally and nonverbally with their pupils is enormously of import and is the basis on which effectual acquisition is built. Motivation once more is a enormously important factor in this communicating procedure, as a motivated instructor communicates good with their pupils and a motivated instructor leads to the development of m otivated pupils. A positive acquisition environment is one of the most basic demands in order for meaningful acquisition to happen in a schoolroom ( Kyriacou, 2009 ) . A positive acquisition atmosphere is one where the pupils are comfy, hold assurance in their instructor, and experience a sense of trust and regard for one another. In order to heighten learning lessons must be organised and the instructor must be after for the usage learning methods that encourage pupils to go actively involved in larning. This can be done by besides changing the course of study and happening out what our pupils involvements are, giving them motive to larn. Teachers need to dispute themselves to utilize different learning methods to excite pleasance in acquisition and accordingly tackle ennui. The debut of new educational attacks such as undertakings and fact-finding work will let clip for students to describe back on what they learnt and back up this procedure. A survey by Kaplan et Al. ( 2002 ) found that the degree of riotous behavior by students tended to be higher in those schoolrooms where the students felt that the presentation of ability and making better than others was the dominant value compared with schoolrooms where the students felt that the dominant values were larning, understanding and bettering one ‘s ain public presentation. Kyriacou ( 2007 ) suggests the instructor needs to be relaxed, warm, lovingness, enthusiastic, patient, and supportive and possess a sense of wit. To make this ambiance, the instructor must prosecute the pupils every bit shortly as the category commences. The schoolroom clime established by the instructor can hold a major impact on students ‘ motive degrees and attitudes towards larning. Remind pupils at the start of every lesson that the type of attitude they bring into the schoolroom will hold a immense influence on the acquisition that takes topographic point during that category ( Cullinford, 2003 ) . Motivation plays a immense function in making this positive acquisition atmosphere. Harmonizing to Erickson ( 1978 ) the bulk of pupils respond positively to a well-organized class taught by a motivated and actuating instructor that has a caring echt involvement in what they learn. Erickson ( 1978 ) further suggests whatever degree of motive your pupils bring to the schoolroom will act upon the degree of larning. As instructors we need to inquire ourselves the inquiry are our pupils motivated to larn, or are they merely encaged in acquisition and what have we done as instructors to lend to this? Cluck and Hess ( 2003 ) explains that in order to assist and actuate scholars we need to assist them develop their ain acquisition schemes. We can make this by learning them to how to utilize their ain acquisition manners, implementing concerted acquisition, promote student to take how they learn, and usage techniques informed by multiple intelligences. When this is done students showed incre ased motive in category work, improved assignment completion, category engagement, and battle in larning. Therefore, Cluck and Hess ( 2003 ) experience these instruction schemes are positive in bettering the pupil ‘s attitudes towards larning. They besides suggest that the usage of extrinsic wagess such as ends, classs, appraisal and touchable wagess would be less productive in developing motive. Constructing relationships has womb-to-tomb permanent effects for the pupils and will actuate them to go involved in their acquisition. If we can construct good relationships with our pupils it will besides assist them to construct good relationships outside of school and when they leave school. There are a figure of things that are really of import when we are seeking to construct relationships with our students, such as naming the students by their first name, attempt and happen out what common involvement you hold and make it your concern before each category to hold a friendly conversation on the subject. Harmonizing to Regan Morrissey ( 2012 ) how the pedagogue creates a positive acquisition atmosphere is of critical importance in constructing relationships and encouraging pupils. Something that contributes to this is the instructors ‘ mode, their verbal and gestural communicating and how they move around the schoolroom. Making a positive schoolroom clime shows how much at tempt you as a instructor feel is worthwhile seting into the lesson. A instructor needs to experience relaxed and confident in their ain ability to bring forth a echt involvement in the lesson. Parents are important to constructing relationships with pupils and one time these relationships are formed we need to be able to keep them and utilize them to our advantage. We should utilize parent/teacher meetings to derive cognition of our pupils ‘ parent and as PE instructors, the parents involvements particularly in the clean universe. This can supply a foundation we can utilize to lure these parents to go involved in extracurricular activities. Kyricau ( 2007 ) explains the importance of the function of parents and carers and the demand for instructors to be able to pass on efficaciously with parents and carers and to recognize and esteem the function that parents and carers can do to the development of students ‘ wellbeing and to raising students ‘ degrees of attainm ent. Keeping relationships with the parents besides has a monolithic knock on consequence to their siblings as it establishes a relationship for those who may be come ining the school in future ( Duck and Pittman, 1994 ) . Communication harmonizing to Tubbs et Al ( 2011 ) ) is loosely defined as the â€Å" sharing of experience ‘ with every bit much as 75 % of our full witting twenty-four hours being spent engaged in communicating. The communicating theoretical account developed by ibid ( 2011 ) suggests communicating is a sensitive country and messages between two people can easy be misunderstood as channels and elements of intervention can direct assorted messages. As communicating is such an of import portion of larning an indispensable ingredient to going a successful and competent instructor is to be an effectual communicator. Communication is closely associated with self-identity and Hattie & A ; Timperley ( 2007 ) believe it is one of the most powerful influences on acquisition and accomplishment. Teachers must be cognizant of their verbal and non-verbal methods of communicating with pupils in order to make an unfastened, productive and honest larning environment. Marzano ( 2007 ) believe s that communicating is the individual most critically of import issue a instructor has to see. A PE instructor demands to be cognizant of how to pass on both verbally and nonverbally in a high quality mode to maximise the acquisition of the pupils. Teachers need to larn how to utilize such things as oculus contact, facial looks, manus gestures and organic structure linguistic communication as tools for communicating in the schoolroom. The usage of oculus contact and facial looks reduces the sum of verbal communicating the instructor has to utilize in a category and is really utile in such a loud environment as the PE category. The usage manus signals can be adopted to relay positive encouragement to pupils who are making something good. An illustration of this is thumbs up or a bang to admit something that a pupil has done good. To pass on with pupils we need to be sensitive to their demand and listen critically to what they have to state, non believing of replies until the pupil has finished the inquiry. A instructor must be able to pass on to their pupils in order to assist them to go independent scholars develop their ability to turn and develop responsibly. I ‘m a house truster that pass oning encouragement, verbally and nonverbally to the pupils is the best signifier of motive. I am witting on my Monday arrangements of making a positive schoolroom clime by pass oning in this mode. I invariably scan the gym, everlastingly interacting, actuating the pupils, invariably praising and promoting but with entire honest and regard. Respect towards the pupils is everything and it is about guaranteed that any pupil instructor who respects their pupils will see the pupils develop a healthy degree of regard towards the instructor. Wragg and Wood ( 1984 ) suggest that surveies have proved how of import positive communicating is in the first few lessons with a new category. It is important to set uping a positive acquisition environment which has already been discussed as a cardinal factor in developing pupil motive. Listening harmonizing to Tubbs et Al ( 2011 ) is a complex procedure affecting hearing, attending, understanding, and retrieving. Gamble and Gamble ( 1994 ) further suggest that going a competent instructor means we must learn our pupils to listen saying that ‘Listening is more than a doctrine, it ‘s critical for our hereafter ‘ . To go an effectual instructor we must develop and expose strong listening accomplishments to portray to our students the importance we place on the procedure. Listening can be something we take for granted, nevertheless listening is an intricate accomplishment and requires developing. We in the instruction profession must promote and supply chances for pupils to pattern listening activities and pass more clip on this of all time of import communicating accomplishment. A motivated instructor enhances the listening accomplishments of their pupils and allows pupils the clip and chance to develop these listening accomplishments. The inquiry ne eds to be addressed why we frequently hear of hapless hearing as a job. The primary grounds are a deficiency of motive and the appropriate hearing accomplishments ( Tubbs et al 2011 ) , who province that of the four communicating accomplishments reading authorship, speech production, and hearing, hearing has received the least attending from pedagogues. To go a constituent, caring instructor I must get first-class listening accomplishments. From the readings and from my life experiences I am able to associate to my ain personal hearing accomplishments particularly on the Monday arrangements. I must pay attending to what the pupils are stating and non to concentrate on holding an reply before listening to the remainder of the inquiry. I must halt replying the inquiries if the pupils do n't cognize the reply, and take clip to listen expose some aerophilic hearing and think of CARE, ( Concentrate Acknowledge, Respect and Empathize ) . We as instructors must maintain inquiring inquiries to our pupils, and when they speak out, give them the regard to supply your 100 % attending. In order to heighten our listening accomplishments we as pupil instructors are in favourable place on our Monday arrangement to pattern concentrating on the message transmitter and forbearing from giving an sentiment excessively rapidly. I must esteem that listen ing is a complex procedure and has to be trained and practiced similar to any accomplishment. I need be patient with the larning procedure to enable me to go through on the accomplishment of the ability to listen to my pupils. Aristotle one time said that ‘we have two ears and but one lingua so that we may listen more than we speak ‘ . This is something that I will ever seek to retrieve in my function as a instructor.

Very Low to Moderate Income Housing Loans

The following is a summary of information about low to moderate income housing loans available to individuals or families through the U.S. Department of Agricultures Rural Development program as listed in the  Catalog of Federal Domestic Assistance  (CFDA). During the fiscal year 2015, a  total of $18.7 billion in loans were granted. The average direct loan granted was for $125,226 while the average guaranteed loan was for $136,360. Objectives To assist very low, low-income, and moderate-income households to obtain modest, decent, safe, and sanitary housing for use as a permanent residence in rural areas. Types of Assistance Direct Loans; Guaranteed/Insured Loans. Uses and Restrictions Direct and guaranteed loans may be used to buy, build, or improve the applicants permanent residence. New manufactured homes may be financed when they are on a permanent site, purchased from an approved dealer or contractor, and meet certain other requirements. Under very limited circumstances, homes may be re-financed with direct loans. Dwellings financed must be modest, decent, safe, and sanitary. The value of a home financed with a direct loan may not exceed the area limit. The property must be located in an eligible rural area. Assistance is available in the States, the Commonwealth of Puerto Rico, the U.S. Virgin Islands, Guam, American Samoa, the Commonwealth of Northern Marianas, and the Trust Territories of the Pacific Islands. Direct loans are made at the interest rate specified in RD Instruction 440.1, Exhibit B (available in any Rural Development local office), and are repaid over 33 years or 38 years for applicants whose adjusted annual income does not exceed 60 percent o f the area median income, if necessary to show repayment ability. Payment assistance is granted on direct loans to reduce the installment to an effective interest rate as low as one percent, depending on adjusted family income. Payment assistance is subject to recapture by the government when the customer no longer resides in the dwelling. There is no funding provided for deferred mortgage authority or loans for deferred mortgage assumptions. Guaranteed loans may be made to refinance either existing RHS Guaranteed Housing loans or RHS Section 502 Direct Housing loans. Guaranteed loans are amortized over 30 years. The interest rate is negotiated with the lender. Eligibility Requirements Applicants must have very low-, low- or moderate incomes. Very low-income is defined as below 50 percent of the area median income (AMI), low-income is between 50 and 80 percent of AMI; moderate income is below 115 percent of AMI. Families must be without adequate housing, but able to afford the housing payments, including principal, interest, taxes, and insurance (PITI). Qualifying repayment ratios are 29 percent for PITI to 41 percent for total debt. In addition, applicants must be unable to obtain credit elsewhere, yet have an acceptable credit history. Beneficiary Eligibility Applicants must meet eligibility requirements. Guaranteed Loan Low and Moderate income eligible. Credentials/Documentation Applicants may need to submit evidence of inability to obtain credit elsewhere, verification of income, debts, and other information on the application; plans, specifications, and cost estimates. This program is excluded from coverage under 2 CFR 200, Subpart E - Cost Principles. Application Procedures This program is excluded from coverage under 2 CFR 200, Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards. For direct loans, an application is made at the Rural Development field office serving the county where the dwelling is or will be located. For guaranteed loans, an application is made to a participating private lender. Award Procedure Rural Development field offices have authority to approve most Direct loan requests. Processing of guaranteed loans varies in each State. Consult your local telephone directory under U.S. Department of Agriculture for a Rural Development field office listing or visit the website http://offices.sc.egov.usda.gov/lcoator/app for a State Office listing. If no backlog exists, decisions on direct loan applications are made within 30 to 60 days. Requests for guarantee loans are acted upon in 3 days of receipt of the lenders request for guarantee. Range of Approval/Disapproval Time For direct loans, from 30 to 60 days subject to availability of funds, from the time the application is filed if no backlog of applications exists. A pre-qualification may be provided to potential direct loan applicants upon call or visit a Rural Development office, though results are not binding. For guarantees, a decision is required within 3 days of loan package submission by the approved lender. Information Contacts Regional or Local Office Consult your local telephone directory under United States Department of Agriculture for Rural Development field office number. If no listing, contact appropriate Rural Development State Office listed in Appendix IV of the Catalog or on the internet at http://www.rurdev.usda.gov/recd_map.html. Headquarters Office Director, Single Family Housing Direct Loan Division or Director Single Family Housing Guaranteed Loan Division, Rural Housing Service (RHS), Department of Agriculture, Washington, DC 20250. Telephone: (202) 720-1474 (direct loans), (202) 720-1452 (guaranteed loans).

Law of Thermodynamics by Tipler and Gene in Physics for Scientists and Engineers Free Essay Example, 1500 words

Tipler and Gene talk about heating and working whereby they expound further on thermodynamics. The first outline the main difference between heating and working followed by the laws associated with thermodynamics. In these categories, apart from discussing, the authors also use symbols and equations, which are usually easy to comprehend. The authors model of narration is quite recommendable; this is because of the easy grammar understandable to the readers. Apart from easy grammar, the author also uses many examples and small notes that act as extensions of information. According to Tipler and Gene, heating is the process of energy conveyance in relation to heat. For instance, when a cold spoon is put in hot tea, there is usually energy transmittance from one body to the second. That is, while hot tea heats the spoon, similarly, the spoon cools the tea. Conversely, working also involves energy conveyance but unlike heating, there is no heat involved. For instance, when a person push es a heavy load, the load and the ground have similar temperatures but the load normally become hotter when pushed on the ground. We will write a custom essay sample on Law of Thermodynamics by Tipler and Gene in Physics for Scientists and Engineers or any topic specifically for you Only $17.96 $11.86/page By giving the example of a fish in a bowl, the author states that since the fish is cold-blooded, there is usually no exchange of energy since they are at the same temperature with water.