Tourism and Hospitality Environment

Coursework Aim

To understand and evaluate issues related to the development of tourism, leisure and hospitality in regional, national and international contexts and to apply theoretical concepts associated with the development of tourism, hospitality, and leisure.

Coursework Objectives

To gain an understanding of the theoretical concepts involved in tourism and the related discipline of leisure and to gain an appreciation of the factors that influence the growth of tourism, both now and in the future.

To appreciate and evaluate the social, economic, political and environmental significance of encouraging tourism related industries.

To gain an understanding of the importance of international tourism to both receiving and generating regions.

To gain an understanding of the managerial and operational strategies appropriate for contemporary tourism, leisure and hospitality operations.

Presentation Format / Instructions

The report should be in the Report style and should be between 3 000 – 4 000 words.
The work requires you to draw on information from texts and journals.

Criteria for Assessment (and questions)

a) Before starting the assignment you need to gather secondary information on Leisure Tourism, using VisitScotland statistics and at least three refereed journal articles discussing the issue. Draw upon the session with Anne Nichol from the Library. The references you find now become part of your References section or Bibliography.

Report needs to address each of these in turn (QUESTIONS/Report sections if you like):

1. Introduce Leisure Tourism in general; what does it refer to, giving a definition from secondary research. Explain the relevance of the academic model “Nash’s concept of use of Leisure Time”. Bring in your secondary data here from a) above.

2. Explain the importance of International tourism for :

a) Aberdeen area (picking up on Economic importance).
You should explain/apply the economic multiplier.

b) Tourists themselves (social importance).

3. Discussion on the likely: Social Political and Environmental impacts that will take place as a result of the Trump international development.

4. Identify the four organisations involved in bringing Leisure Tourism to Aberdeen in both the Private sector and Public sector. Taking each in turn explain: their role, rationale for being involved, and how they operate.

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LABOR LAW

FINAL EXAM

Please answer each of the following three questions. If you use normal size font and page margins, each answer should be between 2-5 pages long. Don?t turn your answers in as three separate submissions ? write your answers to all three questions on one document, and submit that one document as your final.

1) If we look at the broad sweep of American labor law in history, it seems to fit into three periods. First, prior to the 1930s (i.e., prior to Norris-LaGuardia anti-injunction Act and the National Labor Relations Act or NLRA) was a period of hostility toward unions and worker organizations. Second, the period from 1935 to 1947 (NLRA prior to Taft-Hartley) was a period of encouragement of unions or worker organizations. Finally, the period from 1947 to the present (Taft-Hartley, and to some degree Landrum-Griffin) is a period that turns back toward the earliest period, with public policy (both new laws and reinterpretations of existing law) turning ever more toward curbing and weakening organized labor.

Which if any of these periods ?got it right?? Whatever answer you give, be sure to give explanations and arguments for your position, and show what is wrong with the other two periods.

2) The conduct of NLRB elections to determine whether a majority of employees prefer a union is crucial to the outcome. Some would argue that the employer should stay entirely out of the matter, or else the decision is likely to be at least somewhat (and perhaps greatly) coerced, due to the inherent nature of employer power over employees. At least since the passage of Taft-Hartley (1947) and actually before that, the courts have held the opposite view: under the ?employer free speech? view, employers are allowed to do a number of things to discourage employees from voting to create a union.
(a) Explain what types of employer conduct are allowable, and give examples
(b) Explain what types of employer conduct are not allowed, and give examples.
(c) Then argue one of 3 positions: (i) employers are given too much freedom to campaign against the union, leading to a coercive atmosphere; (ii) employers are given about the right amount of freedom; or (iii) employers are not given enough freedom. (Whatever position you choose, justify it with an argument, using illustrations as appropriate.)

3) The following is a situation similar to what often occurs in real life. Read it over carefully, and determine what legal issues arise out of it.

SITUATION:
John, Maria, Arcine, Yves, Juan, and Dominique all work at a nursing home in south Florida. They have decided to try to unionize the place with a local union. As soon as the company owning the nursing home hears of the union organizing drive, it hires a professional union-avoidance firm and begins a campaign to oppose the union.

Maria and Arcine, outspoken union supporters, are evaluated as ?unsatisfactory? in their work performance 2 weeks after the drive becomes known. Their previous evaluations have always been satisfactory or better. (Maria has worked there 2 years; Arcine for 8 months.) Because of their poor evaluations, both are reassigned to work which is isolated from the rest of the workforce; it consists primarily of cleaning toilets and washing floors.

John, another strong union supporter, and one of the few men working at the place (12 out of 125) is followed constantly by his supervisor, who criticizes his performance. The supervisor never mentions the union. Feeling a rising tension, on the eighth day of constant criticism, John tells his supervisor, ?I can?t take this anymore.? The supervisor suggests that he go home for the day. He does so, and the next day the company fires him for leaving work.

The company holds numerous ?captive audience? meetings, where the employees are treated to a barrage of anti-union speeches. They are told that unions are immoral, destroying the economy, a danger to job security because they drive companies out of business, and prone to strikes and violence. The patients are told that? the workers are ?disloyal? and are preparing to abandon them in a strike, which may turn violent. For this reason, many of the frightened older patients are pleading with the workers not to unionize, and if a worker tries to explain why they want a union (including better patient care and more staffing), they are threatened with dismissal for talking union matters on the job. One worker has been fired for this, and three others have been suspended for one week for the same reason.

Arcine, during a captive audience meeting 20 hours before the union election, tries to respond to the charge that unions are only trying to take the member?s money through dues, and is told to shut up. She objects that this is unfair; people should hear both sides of the story. She is promptly fired on the spot and escorted out of the room by a uniformed security guard in front of the other workers.

Anonymous leaflets appear in the employees? locker room asserting that the union preys upon immigrants and really only cares about native white workers. It claims that the union was sued by minority workers in another (unspecified) location at some (unspecified) point in the past, and was ultimately decertified by the unhappy employees it was supposed to represent. The leaflet ends: VOTE NO! PROTECT YOURSELF FROM THESE WHITE NORTHERN LEECHES! FOR THE SAKE OF YOUR FAMILY, VOTE NO! (Two of the three union organizers in this organizing drive are whites from the union?s national headquarters in the north; the third is a Haitian American living in the Miami area.)

At least two letters per week are sent to the workers? homes by the company?s human resources director. Each has a theme: one is GET THE FACTS BEFORE YOU SIGN ANYTHING! YOU WOULDN?T SIGN A BLANK CHECK, WOULD YOU? SIGNING A UNION AUTHORIZATION CARD IS LIKE SIGNING A BLANK CHECK! Another is: There is no guarantee that the union can win you anything. You might actually lose some things you have now. Another is included with the workers? paychecks. It states that ?union peddlers? only want your dues. The paychecks are smaller than the usual amount. In the same envelope is a second check with the lost amount of money, explaining that this is what the employee likely would have lost to union dues, had they been represented by the union. Yet another shows pictures of wounded people and broken windshields, claiming that these were the result of a Teamsters Union strike at a different nursing home a few years ago.

Yves becomes frightened by the new, ?chilled? atmosphere at work, and decides he doesn?t want a union, since unions mean conflict and danger. He goes to his supervisor and volunteers to sit in on union meetings to report back on what the union is up to, and who is supporting the union. His supervisor states, ?I can?t tell you to do that, but if you would, we?d sure appreciate it. I can see you?re a loyal employee, and you should have a bright future with our company if we can just keep this union out.?

Juan initially supports the union, but begins to waver after the anti-union campaign begins. Seeing that he is wavering, one of the union organizers tells him that the union can guarantee that the employer will give them a health insurance plan (something they now lack) after the union wins the election. The organizer points to other union nursing homes where workers have health insurance coverage, and says, ?I guarantee you that they?ll give it to you here too if we win.? This is important to Juan, because he has five children and his wife works as a domestic house cleaner, a job without health insurance benefits. He decides this is important enough to support the union, despite his worries about losing his job and concerns about working in a high-conflict environment.

Before the election, the employer files an objection to the proposed bargaining unit, insisting that it should include the six clerical workers in the front office. Two months later, after it has won on that issue, it files another objection, now claiming that the salesman who advertises the home should also be included. A month and a half later, after losing on that issue, it files a ULP charge against the union, delaying the election again. (The charge is that the union is coercing anti-union workers because during a home house visit one of the union supporters allegedly said, ?If you vote against the union, you?ll end up worse off! You?ll pay the consequences!?) The NLRB rejects that ULP charge.

Finally, six months later, an NLRB-sponsored election is held. For the final week, the employer has put up a sign on the wall of the employee wash room. It states: WEAR THE UNION LABEL: UNEMPLOYED. The union, although it originally had signed authorization cards from 68% of the employees, wins the election by only one vote, 54-53. The employer immediately files an objection, stating that the union conducted its role as observer at the election site in an intimidating manner. The charge is thrown out by the NLRB when they produce no evidence, and the union is certified.

In the following months, the negotiations for a union contract go nowhere. The employer refuses to grant any improvements above the workers? present conditions, and instead proposes worsening of those conditions on some fronts. It refuses to grant a grievance procedure that ends in arbitration by a neutral arbitrator, insisting on the right to make the final decision in discipline cases unilaterally. It also refuses to consider ?seniority? as a basis for promotions and layoffs. During these months, due to frustration and pessimism that anything will be achieved, the union loses 18 of its 30 strongest supporters. Most quit and move on to other jobs. New hires replacing them appear scared and won?t have any contact with the union.

After nine months of no progress in negotiations, the company expresses skepticism that the union really represents a majority of the workers. Therefore it breaks off all negotiations, arguing that the union is only a few malcontents, not the majority. The union is unable to get more than about eight workers to union meetings at this point.

After 12 months of fruitless ?negotiations? anti-union employees circulate a petition to decertify the union. They obtain signatures from 52% of the employees, and a decertification election is scheduled.

APPLY THE LAW TO THE ABOVE SITUATION, AND LOCATE ALL THE POINTS WHERE SOMETHING ILLEGAL (BY EITHER SIDE) MIGHT POSSIBLY HAVE OCCURRED.
(a) List each instance of possibly illegal behavior (ignore the ones where the text tells you that the NLRB already has ruled on it).
(b) Very briefly (3 or 4 sentences) for each instance, explain which facts could make it illegal, and which would make it legal.
(c) Looking at all these instances, from what you know after reading the case, which ones do you think the NLRB would likely actually find illegal? List which ones, if any.
(d) Ignoring the legality of the instances, explain which ones (if any) of them you think prevented a fair election or bargaining process (if you think it is none, state so, and give your reasons why ? the question is not intended to direct you to the belief that anything was unfair if your general impression is that everything was OK, but it IS intended to get you to state what you find fair or unfair about this case, and why you think so).
(e) If you have any differences between your list of illegal instances and your list of unfair instances, what if any changes would you recommend to labor law to ensure greater fairness? (If you don?t think fairness is relevant, or if you take an entirely different perspective, explain your own viewpoint.)
PLEASE FOLLOW THE INSTRUCTION AS PROFESSOR WANTS AND ANSWER ONE BY ONE. ALSO, USE UNDERSTANDING LABOR LAW AS REFERENCE

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Persuasive Paper

Develop Part 3: Possible Disadvantages, Answers, with Visuals (2 pages, for 7-9 total pages)

1. Included a defensible, relevant thesis statement in the first paragraph.

2. State, explain, and support the first disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and provide a logical answer. This should be one (1) paragraph.

3. State, explain, and support the second (and third if desired) disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and provide a logical answer. This should be one or two (1-2) paragraphs.

4. Include one or two (1-2) relevant visuals that help illustrate an advantage.

5. Provide a concluding paragraph to summarize the proposed solution, its advantages, possible disadvantages, and answers to the disadvantages. Repeat or paraphrase your thesis statement.

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Childhood Obesity policy presentation

1. Describe your visit, including any PowerPoint presentation materials that you utilized during your policymaker visit. Limit these slides to five slides in this project (of the 15 total slides).
2. Discuss the response of the policymaker to your message/ask/recommendation(s).
3. Reflect on the process, follow-up plans, insights gained about the issue and process, and support with evidence.
4. Describe possible future opportunities as a result of this meeting and their importance to nursing.
5. Provide concluding statements summarizing the content.
6. Develop a 15-slide PowerPoint presentation with speaker notes in APA format, not including title and reference slides. Write speaker notes sufficient enough to enable someone to take over or give the presentation other than you.

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final easy

PART I: Short identification (choose 5 @ 1point each= 5): Identify each term and, whenever possible, note what reading (including pages) or film the material came from (~2-3 sentences each answer).

Holistic perspective
Globalization/Diaspora
Participant observation
Identity
Worldview
Applied anthropology
Ethnocentric
Cultural relativism
Language revitalization
PART II: Short answers points (2 @ 2.5 points each = 5)

Make sure to illustrate your knowledge of the material. (~ 5-7 sentences)

What are the ethical challenges of ethnographic research? Use a film or an article from this class to illustrate your answer.
How do anthropologists define culture? What article from Weeks 6-12 could help you to illustrate how anthropologists apply the concept of culture?
Part III: Essay question (1@ 15 points)

In “Reading Ethnography”, Lavenda and Schultz (244) note that “In a sense, what makes an ethnography and ethnography is that it is part of an ongoing debate in anthropology.”

Using 5 readings AND 1 film to develop your essay, consider the following:

What anthropological questions did Rolston-Smith explore in her ethnography, Undermining Gender? In your answer, think about the assumptions, theoretical frameworks, and methodologies that inform her ethnographic questions or research project? Meaning, What argument is she making? How does her work fit into cultural anthropology (the themes we explored in class)? Develop your essay around a clear argument (or thesis statement) and use supporting evidence. (~4-5 pages double-spaced). DON”T FORGET A TITLE (not: Essay Exam).

WHAT ESSAY EXAMS MEASURE/ Why Professors assign essay exams:

Essay Exams seek to assess if you can find key course ideas and that, in your own words you show that you:

* Understand concepts from the course

* Use these concepts to interpret the book

*Make connections see relationships, draw comparisons and contrasts

*Synthesize diverse information in support of your argument/thesis

* Argue your opinions by backing up with evidence

*Think critically and analytically

NOTE: Look on Canvas [Assignments. Guidelines…Writing Advice/ Writing Advice] for help with writing thesis statements, titles, word choice, etc. I uploaded an unedited version of my CLASS Notes [Lecture Power Point Slides/ Class Notes W1_W12 CA Prof. Baird] to help. Class Notes W1_W12 CA Prof. Baird.docx

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Planning a Database

Lead-in
We live in a world where technology is key to finding and utilizing information quickly. Healthcare has traditionally lagged behind the rest of the world in embracing technology. For this industry, technology is important in the management of health information. Although paper-based solutions are still prevalent and work efficiently in some contexts, they are limited in important functionality.
The healthcare industry, as it recognizes the need for technology, more frequently relies upon systems, such as clinical and administrative information systems, to manage and provide needed information. At the heart of these systems are databases, which are structured collections of data. Databases allow for the easy retrieval of stored data and the capability to efficiently manage large volumes of data. Since important health-related information is derived from data, the electronic storage and easy retrieval of data can ultimately impact the quality of care and coordination of services.
Directions
Refer to the various case studies presented in this week’s readings showcasing how electronic health records and health technology (HITECH) are improving patient and community health. Now imagine your own health scenario in which a database could be used to improve the quality of care and the coordination of healthcare and services.
• Briefly describe your scenario and how your database will be used .
• What type of data would be collected and stored?
• What are 2-3 elements of design that are important to consider when designing your database? Be sure to use your readings and the media for added support.

resources:
• Centers for Medicare & Medicaid Services (2012).Electronic Health Records. Retrieved from https://www.cms.gov/Medicare/E-Health/EHealthRecords/index.html?redirect=/EHealthRecords/
• Meaningful Use Case Studies (n.d.). In HealthIT.gov. Retrieved from http://www.healthit.gov/providers-professionals/meaningful-use-case-studies
• Campbell, R. J. (n.d.). Database Design: What HIM Professionals Need to Know. Perspectives in Health Information Management. Retrieved from http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_024637.hcsp?dDocName=bok1_024637

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Cello Concerto No 2 in D major

https://www.youtube.com/watch?v=hjz9PlG6qWs&list=PLDcf51bXqThV2uWcNyHe0AjIoImg29OQG
please watch those three video and write a concert report.
because i just take the music base, so do NOT need to write a lot of terms. thanks

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Vision For the Future of Nursing

Create a presentation speech for a professional nursing organization conference or a statewide advisory committee for healthcare that outlines a vision for the future of nursing.

The vision presented must include the following:
•Trends: How evidence-based practice will influence trends in healthcare and the future of nursing
•Nursing theory: How the application of nursing theory will continue to influence professional nursing practice
•Roles ?The nurse’s current role in research
?How new roles and opportunities will benefit nursing and healthcare in general

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Personal performance

Portfolio: integrate the theory and practice of my personal performance in relation to others within the context of management practice.

Please, read these points carefully and accurately before start working on this academic portfolio.
• First of all, this assignment is 3000 words portfolio of evidence + 300 words Executive summery. The total will be 3300 words.
• This assignment for postgraduate level (MSc Business and Management).
• The writer should understand the writing style and requirements in the UK universities.
• The writer should use at least 24 relevant references, please benefit from all uploaded files, articles and documents.
? The writer should follow the Assessment Criteria for portfolio accurately.
? The writer should add at least 6 appendices to support the portfolio.
? The portfolio title is: Integrate the theory and practice of my personal performance in relation to others within the context of management practice.
? The portfolio description: This task is easy because of the many tasks that I wrote in the same area during last two or three years by myself, but at the same time is a difficult task, where the writer should use those earlier assignments to write this portfolio in different way to meet all requirements of this module which is Principles of Management Practice.

? Summative assessment:
Summative assessment will be in the form of a portfolio of evidence, 3,000 words excluding Executive summery and any appended items, which demonstrates the fulfilment of the three learning outcomes.
In particular, the evidence would be expected to show how the student has deployed the management processes of planning, organizing, motivating and controlling to their own activities i.e. in the making of decisions and in the solving of problems. Thus in learning ?outcome 1 the student may show how they have used planning, organizing and controlling to schedule their workload and to monitor their activities. With regard to learning outcome 2, evidence may show how the student has used the principle of motivating to enhance work performance of subordinates/colleagues or indeed themselves. For learning outcome 3 this could take the form of learning logs and/or a piece of reflective narrative in which it is shown how the processes of reflective learning and practice have been used to assess experiences and practices and how this has subsequently led to a change or improvement in the situation described.
? Organization:
The organization is “Electricity & Cogeneration Regulatory Authority (ECRA)” http://www.ecra.gov.sa/home.aspx where I was working as “Statistical data analyst”.
Please aware that:
? This is the suggestion of the general structure of Portfolio, so please follow it accurately.
? Executive summery
? Contents
? Introduction
? Main body (4 or 5 Subheading)
? Findings
? Conclusion
? Recommendation
? References list (Harvard reference system) at least 24 references)
? Bibliography
? Appendix ( at least 6 appendices)

Please see uploaded documents for:
1- Assignment details PMP.
2- Assignment Briefing PMP.
3- Unit Handbook.
4- 31 files, articles and documents.

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Plato, Aristotle, Cicero, Dante, and Machiavelli

Answer the following questions with reference to each of the following authors: Plato, Aristotle, Cicero, Dante, and Machiavelli.

1. What makes a state function and preserves it is a problem, and why their states-Athens, Rome, and Florence-have fallen from former heights is matter of great concern?
2. What do Plato, Aristotle, Cicero, Dante, and Machiavelli think makes for good societies? Good Rulers?
3. What do they think goes wrong with states?
4. What has gone wrong with their own states?
5. What lessons do they each offer us today about what makes a good state?
6. What makes a bad one?
7. What makes a good ruler?
8. What virtues are necessary in politics, and what we need to be on the lookout for?
9. What do they tell us, and what do you think about what they have to say for us today?

For sources you can ONLY use the following books:
Plato, The Republic (Focus Press) (ISBN 9781585102617)
Aristole, The Politics (Focus Press) (ISBN 9781585103768)
Cicero, On Obligations (Oxford University Press) (ISBN 9780199540716)
Dante, Inferno (Random House) (ISBN 9780345483577)
Machiavelli, The Prince (Chicago Press) (ISBN 0226500381)

Use the text to support your interpretations and arguments, citing all references and quotations.
A great essay will be one that includes a fresh insight grounded in an accurate and thoughtful grasp of the reading. Support your response with reason and consider objections.
1. Your ability to respond to the question that is asked.
2. Your demonstration that you have read the text.
3. Your understanding of that text.
4. Your own ability to construct an argument that is persuasive and reasoned
5. Your comprehension of the issues involved in the problems the questions point to.
6. Your ability to address those problems.

The way to achieve a good papers and demonstrate the above:
1. Know what you will argue before you sit down to write-if you need to write something to figure out what you are trying to say, rewrite it once you have figured it out.
2. Be clear about what you are arguing- state a thesis
3. Make sure that you include in the paper advances an argument and addresses the question.
4. Be succinct—don’t ramble or use run-on sentences.
5. Cite from the text to prove that characters or authors believe what you say that they believe.
6. Read carefully to make sure you are not misinterpreting what you are reading—it’s like listening closely to someone trying to explain things.
7. Come to a conclusion. Have the courage of your conviction, but an ability to explain why you believe what you do. Be able to support what you believe.
8. Write carefully. Make sure you are saying what you mean to. Grammar and spelling mistakes show that you did not take as much time as you needed to in writing.
9. Show your paper to someone else to point out writing/grammar mistakes, and to point out things that you might not have thought of.

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